Tensões culturais : o silenciamento das culturas populares no espaço escolar

• Ano de defesa: 2023
• Autor(a) principal: Valença, André Luiz Santos
• Orientador(a): Brazil, Marcelo Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Interdisciplinar em Culturas Populares
• Palavras-chave em Português: Cultura popular; Pedagogia crítica; Sociologia educacional; Educação; Instituição educacional; Juventude; Culturas populares; Pedaços; Silenciamento
• Palavras-chave em Inglês: Educational institution; Youth; Popular cultures; Pieces; Muting
• Área do conhecimento CNPq: OUTROS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18290

This research is part of the exploratory typology, as it seeks to trace and, therefore, to know the profile of the students of the Governador Djenal Tavares de Queiroz Center of Excellence, enabling the understanding of the sociocultural dimensions and their submersion. In this way, the objective of this research revolves around reflections on the existing cultural tensions in the school environment that result from the silencing of local popular cultures. The understanding of these veiled cultures may enable the inclusion of approaches, proposals, practices and pedagogical actions that bring the school closer to the commitment to represent the other and its various cultural interfaces. This, in order to reduce cultural standardization, control, tensions and social conflicts reproduced by social institutions, consequently by the school. To achieve this objective, the study is based on authors such as Bourdieu (2007), Chaui (2017), Cuche (1999), Magnani (1998), Charlot (2001), Macedo (2021), Brandão (1985), among other authors. This investigation fits into the case study method, as it deals with reflections on a social phenomenon, the immersion of peripheral popular cultures within the school and in its daily relationships, seeking through quantitative collection instruments, structured questionnaire with Likert scale, and qualitative, semi-structured interview and field diary, in order to articulate the data obtained to verify the existence of the sociocultural phenomenon in the educational unit. The methodological course was structured on the ideas of Yin (2001), Gil (2008), Lakatos and Marconi (2003) and Minayo (2000) and (2005). The analysis of the obtained data allowed the understanding that the school institution, in its pedagogical proposal, disregards the personal experiences of the students; the different sociocultural profiles of the students that make up the educational institution; the devaluation of the knowledge and formative processes of peripheral cultures by social actors; the formation of groups and subgroups according to the social and cultural similarities of individuals, which results in tensions, conflicts and silencing of popular cultural dimensions.