A escola e a exclusão social: consequências do fracasso escolar nos percursos de vida de jovens e adultos pouco escolarizados dos meios populares da zona da mata de Pernambuco- Brasil
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2014
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A presente pesquisa, sobre a Escola e a Exclusão Social, tem como finalidade estudar as consequências do fracasso escolarnos percursos de vida de jovens e adultos pouco escolarizados dos meios populares, na Regiãoda Zona da Mata-Pernambuco-Brasil.O corpo teórico-metodológico no qual se ancoram os dados da investigação são as teorizações sobre o fracasso escolar, formuladas, pela via de estudos sociológicos como o da pesquisadora Maria Helena Sousa Patto, que partindo da sociologia da educação, constrói um conjunto de pressupostos que coloca em suspenso a ideia de um indivíduo “réu”, pertencente a uma categoria de problemas educacionaisexistentes nasociedade, e recorrente no interior das escolas, propondo tomarmos o aluno, que “fracassa” na escola como um sujeito ativo, produto de um sistema de ensino visceralmente excludente, nos sugerindo tratá-lo no âmbito da própria história. Evidenciamos também o educador Paulo Freire, como teórico que nos traz a pensar sobre nossa função social como agente de transformação no âmbito da educação e, sobretudo, do nosso contributo para a diminuição da exclusão social. Evidenciamos também Pierre Bourdieu,nos seus conceitos centrais, que serviu de referência para todo o trabalho ao analisar o modo como a escola contribui para o reforço dos processos de exclusão social e como isto repercute nos percursos de vida de jovens e adultos dos meios populares. Tornando-se necessário delimitar o campo da investigação da pesquisa, optamos pela investigação histórias de vida/dos relatos de vida de ex-alunos excluídos do sistema educacional, totalizando doze sujeitos, advindos de meios populares, como também entrevistamos quatro professores de duas escolas da rede estadual e municipal, no que se refere ao problema do fracasso escolar especificamente da cidade de Paudalho em Pernambuco-Brasil, como cenário representativo da região. As análises dos dados da pesquisa foram fundamentais para a problematização acerca do tema, tendo em vista as últimas investidas das políticas públicas em educação no Brasil. Cabe-nos perguntar: ocorreram mudanças significativas na última década nos índices de fracasso escolar após a efetivação das políticas desenvolvidas? O que levou jovens e adultos, ex-alunos, a abandonarem a escola definitivamente levando-osposteriormente á situação de exclusão social? A compreensão do discurso dofracasso escolar exige que o situemos em diversos contextos históricos, políticos e educacionais, de modo a poder analisar as diferentes formas de abordagens dos autores. Detectamos, através dos resultados da pesquisa, a falta de empenho maior da instituição escolar, que, envolvida no processo de fracasso, também é responsável pela exclusão social; os transtornos nos percursos de vida dos entrevistados se deram pela falta de hospitalidade da escola e, assim excluídos, falta-lhes melhores condições econômicas. Com esses elementos provenientes dos resultados da pesquisa, pretendemos contribuir para que mudanças, a serem realizadas no interior do espaço escolar, sejam efetivadas levando em consideração as categorias de análise, que orientaram nossa leitura sobre o objeto de estudo, as quais apontaram as dificuldades que os alunos experimentam quando os paradigmas escolares impregnados de preconceito sobre seus valores, sua cultura e sua vida se constituem em barreiras que influenciam as estatísticas dos índices de reprovação, repetência e evasão.
This research on the school and the Social Exclusion aims to study the consequences of failure escolarnos life trajectories of young adults with little schooling and the popular media, the Regiãoda Zone-Pernambuco-Mata Brazil.The theoretical and methodological body in which are anchored research data are theorizing about school failure, formulated by means of sociological studies like that of researcher Maria Helena Sousa Patto, that starting from the sociology of education, builds a set of assumptions that puts on hold the idea an individual "defendant", belonging to a category of problems educacionaisexistentes nasociedade and applicant within schools, suggesting we take the student who "fails" in the school as an active subject, the product of a viscerally exclusionary educational system, suggesting us to treat it in the context of the story itself. Also evidenced the educator Paulo Freire, as theorist who brings us to think about our social role as an agent of transformation in education, and especially of our contribution to the reduction of social exclusion. Pierre Bourdieu also evidenced in its central concepts, which served as a reference for all the work to examine how the school contributes to the strengthening of the processes of social exclusion and how this has impacted on the life trajectories of young adults and the popular media. Making it necessary to limit the field of research of research, we chose to research stories of life / the life stories of former students excluded from the educational system, totaling twelve subjects, coming from popular media, but also interviewed four teachers from two schools state and municipal, with regard to the problem of school failure specifically Paudalho city in Pernambuco, Brazil, as representative scenario of the region. The analysis of the survey data were key to the questioning on the subject, considering the latest advances public policies in education in Brazil. It behooves us to ask, significant changes have occurred in the last decade in rates of school failure after the effectiveness of the policies developed? What led young adults, former students, dropping out of school definitely taking osposteriormente to the situation of social exclusion? Understanding dofracasso school discourse requires that situate in different historical, political and educational contexts in order to address different forms of approaches of the authors. Detected through the search results, the lack of greater commitment of the school, which involved in the process of failure, it is also responsible for social exclusion; disorders in the life trajectories of respondents were given the lack of hospitality school and thus excluded, they lack better economic conditions. With these elements from the search results, we intend to contribute to change, to be held within the school environment, to take effect taking into account the categories of analysis that guided our reading about the object of study, which pointed out the difficulties students experience when impregnated school paradigms of prejudice about their values, their culture and life constitute barriers that influence the statistics of failure rates, repetition and dropout.
This research on the school and the Social Exclusion aims to study the consequences of failure escolarnos life trajectories of young adults with little schooling and the popular media, the Regiãoda Zone-Pernambuco-Mata Brazil.The theoretical and methodological body in which are anchored research data are theorizing about school failure, formulated by means of sociological studies like that of researcher Maria Helena Sousa Patto, that starting from the sociology of education, builds a set of assumptions that puts on hold the idea an individual "defendant", belonging to a category of problems educacionaisexistentes nasociedade and applicant within schools, suggesting we take the student who "fails" in the school as an active subject, the product of a viscerally exclusionary educational system, suggesting us to treat it in the context of the story itself. Also evidenced the educator Paulo Freire, as theorist who brings us to think about our social role as an agent of transformation in education, and especially of our contribution to the reduction of social exclusion. Pierre Bourdieu also evidenced in its central concepts, which served as a reference for all the work to examine how the school contributes to the strengthening of the processes of social exclusion and how this has impacted on the life trajectories of young adults and the popular media. Making it necessary to limit the field of research of research, we chose to research stories of life / the life stories of former students excluded from the educational system, totaling twelve subjects, coming from popular media, but also interviewed four teachers from two schools state and municipal, with regard to the problem of school failure specifically Paudalho city in Pernambuco, Brazil, as representative scenario of the region. The analysis of the survey data were key to the questioning on the subject, considering the latest advances public policies in education in Brazil. It behooves us to ask, significant changes have occurred in the last decade in rates of school failure after the effectiveness of the policies developed? What led young adults, former students, dropping out of school definitely taking osposteriormente to the situation of social exclusion? Understanding dofracasso school discourse requires that situate in different historical, political and educational contexts in order to address different forms of approaches of the authors. Detected through the search results, the lack of greater commitment of the school, which involved in the process of failure, it is also responsible for social exclusion; disorders in the life trajectories of respondents were given the lack of hospitality school and thus excluded, they lack better economic conditions. With these elements from the search results, we intend to contribute to change, to be held within the school environment, to take effect taking into account the categories of analysis that guided our reading about the object of study, which pointed out the difficulties students experience when impregnated school paradigms of prejudice about their values, their culture and life constitute barriers that influence the statistics of failure rates, repetition and dropout.
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Orientação: António Teodoro
Palavras-chave
EDUCAÇÃO, EXCLUSÃO SOCIAL, INSUCESSO ESCOLAR, BRASIL, PERNAMBUCO, DOUTORAMENTO EM EDUCAÇÃO, EDUCATION, SOCIAL EXCLUSION, SCHOOL FAILURE, BRAZIL, PERNAMBUCO