Identidades e fronteiras: vivências e cotidiano em ambiente escolar de Foz do Iguaçu

• Ano de defesa: 2019
• Autor(a) principal: Peixoto, Aline Josiane Acordi Mertz
• Orientador(a): Gregory, Valdir
• Banca de defesa: Santos, José Carlos dos , Moraes, Denise Rosana da Silva , Baller, Leandro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Escola; Fronteira; Cultura
• Palavras-chave em Inglês: School; Border; Culture
• Palavras-chave em Espanhol: Escuela; Frontera; Cultura
• Área do conhecimento CNPq: EDUCACAO::ADMINISTRACAO EDUCACIONAL
• Link de acesso: http://tede.unioeste.br/handle/tede/4448

The border goes far beyond a line or boundary between two nations, it is a space of interrelations, of multiculturalism, above all a space where at the same time that the identities of each people are distinguished, is built a particular identity, where cultures interact, unite and differentiate. Within this context, the school space represents the world cut into a social space in which diversity and differences emerge. Given the reality of the linguistic and cultural exchange of some schools in Foz do Iguaçu, the problem of this research arose: How is the daily life of a school in a border region? The theoretical framework that guides this study is based on CERTEAU (2003; 2005; 2012) for the discussion of everyday issues, for reflections on identities and experiences, was chosen by the studies by BAUMAN (2005); ELIAS & SCOTSON (2000); HALL (1997; 2005; 2006), SILVA (2005; 2000). The research also contemplates a theoretical discussion about school routine issues, based on CANDAU (2005; 2006; 2008; 2009; 2010; 2011;); OAK (2004; 2012); CORTELA (2008), FREIRE (1988); PIRES SANTOS (1999; 2004). To discuss the frontier and its peculiarities, we chose to read the authors ALBUQUERQUE (2005; 2006; 2008; 2009; 2010); SANTOS (1993); Maffesoli (1996); MARTINS (2002; 2009); PASAVENTO (2002). The daily school life experienced on the field days, and the coexistence within the school between established and newcomers, is a reflection or perhaps a consequence of what happens in the coexistence in other social spaces of the border city. Prejudice, barriers, the representations that each one makes of himself and the other occur in the same way inside and outside the school space. There is difficulty for teachers in dealing with situations in which other cultures and languages appeared in the classroom. The school routine showed me that little is done to the detriment of the appreciation of cultural diversity, the differences are invisible, as if in an attempt not to highlight what is different we would be making them all the same.