O significado e os sentidos que alunos do ensino fundamental atribuem à escola
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10680 |
Resumo: | This study was developed from questions about different performance among students of the same social and economic level and aimed at investigating the relationship between the meaning and senses ascribed to the school by students of the 5th grade of Primary School, and their school performance. The study was conducted in a State public school located in a district of the Western Area of the City of São Paulo throughout the year of 2007. The assumption was that the meaning and the senses the children ascribe to the school are different and related to both their school performance senses ascribed by virtue of good or poor performance and the educational practices in class positive and negative senses ascribed to them. The analysis of data was made in light of theoretical referential of Social Sciences authors, primarily Bourdieu and collaborators. To collect the data, we have used questionnaires answered by parents of students aiming at better characterizing the population from an economic and cultural standpoint, and questionnaires and interview guides aiming at identifying the meaning and senses each student assigned to the school. We have conducted class observation and analyzed students school materials, such as copybooks and lessons searching for the relationship between the data collected and the content of the different testimonies in the interviews. We have further conducted interviews with teachers aiming at identifying how they have graded the school performance of the students, the criteria taken into account and how they assessed a good and a poor performance. Results indicated that, overall, school means the future, the possibility of a better life and social ascension. This perspective was addressed by Pierre Bourdieu while explaining that access to school for certain portion of the population meant the possibility of reaching positions viewed as hierarchically higher. We have also observed two axes of senses. The first one - the school that teaches: it teaches how to read and write; it teaches education, discipline and respect; it teaches how to live with others; and the second axis - the school that removes from streets. It was possible to establish relations between these two axes and the children s school performance, as well as with their experience inside the school. We have further noticed that teachers who participated in this study had very different evaluation systems; some evaluations were based on personal conduct and characteristics, rather than on school performance. The analysis has demonstrated they are related to the students origin conditions |
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Marin, Alda Junqueirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4239024H2Twiaschor, Maria Paula Gennari Guimarães2016-04-27T16:33:40Z2008-09-042008-08-19Twiaschor, Maria Paula Gennari Guimarães. O significado e os sentidos que alunos do ensino fundamental atribuem à escola. 2008. 139 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/10680This study was developed from questions about different performance among students of the same social and economic level and aimed at investigating the relationship between the meaning and senses ascribed to the school by students of the 5th grade of Primary School, and their school performance. The study was conducted in a State public school located in a district of the Western Area of the City of São Paulo throughout the year of 2007. The assumption was that the meaning and the senses the children ascribe to the school are different and related to both their school performance senses ascribed by virtue of good or poor performance and the educational practices in class positive and negative senses ascribed to them. The analysis of data was made in light of theoretical referential of Social Sciences authors, primarily Bourdieu and collaborators. To collect the data, we have used questionnaires answered by parents of students aiming at better characterizing the population from an economic and cultural standpoint, and questionnaires and interview guides aiming at identifying the meaning and senses each student assigned to the school. We have conducted class observation and analyzed students school materials, such as copybooks and lessons searching for the relationship between the data collected and the content of the different testimonies in the interviews. We have further conducted interviews with teachers aiming at identifying how they have graded the school performance of the students, the criteria taken into account and how they assessed a good and a poor performance. Results indicated that, overall, school means the future, the possibility of a better life and social ascension. This perspective was addressed by Pierre Bourdieu while explaining that access to school for certain portion of the population meant the possibility of reaching positions viewed as hierarchically higher. We have also observed two axes of senses. The first one - the school that teaches: it teaches how to read and write; it teaches education, discipline and respect; it teaches how to live with others; and the second axis - the school that removes from streets. It was possible to establish relations between these two axes and the children s school performance, as well as with their experience inside the school. We have further noticed that teachers who participated in this study had very different evaluation systems; some evaluations were based on personal conduct and characteristics, rather than on school performance. The analysis has demonstrated they are related to the students origin conditionsO presente trabalho partiu do questionamento sobre diferenças de desempenho entre alunos com mesmo nível sócio-econômico e teve como objetivo investigar as relações entre o significado e os sentidos atribuídos à escola por alunos da 4ª série do Ensino Fundamental I, e seus desempenhos escolares. O trabalho foi realizado em uma escola pública estadual, localizada em um bairro da Zona Oeste da cidade de São Paulo, ao longo do ano de 2007. A hipótese era a de que o significado e os sentidos que as crianças atribuem à escola são diferentes e se relacionam tanto com o desempenho escolar sentidos atribuídos em função do bom ou mau desempenho quanto com as práticas docentes em sala de aula atribuição de sentidos positivos ou negativos em função delas. A análise dos dados foi feita à luz de referencial teórico de autores das Ciências Sociais, principalmente Bourdieu e colaboradores. Como procedimento de coleta de dados foram utilizados questionários respondidos pelos pais dos alunos com o objetivo de caracterizar melhor a população do ponto de vista econômico e cultural, e questionários e roteiros de entrevistas que visaram a identificar o significado e os sentidos que cada aluno conferia à escola. Foram realizadas observações em salas de aula e análise do material escolar dos alunos, como cadernos e lições, em busca de relações entre dados colhidos e o teor dos diferentes depoimentos das entrevistas. Também foram realizadas entrevistas com os professores, com o intuito de saber como atribuíam os conceitos relativos ao desempenho escolar dos alunos, que critérios levavam em consideração e como avaliavam o bom e o mau desempenho. Os resultados apontaram que, de modo geral, a escola significa o futuro, a possibilidade de uma vida melhor e ascensão social. Essa perspectiva foi abordada por Pierre Bourdieu, quando explicou que o acesso à escolarização para determinada parcela da população significava a possibilidade de alcançar posições consideradas hierarquicamente superiores. Observaram-se também dois eixos de sentidos. O primeiro deles, o da escola que ensina: ensina a ler e escrever; ensina educação, disciplina e respeito; ensina a conviver; e o segundo eixo, o da escola que tira das ruas. Foi possível estabelecer relações entre esses dois eixos e o desempenho escolar obtido pelas crianças, bem como com as experiências por elas vividas dentro da escola. Observou-se também que as professoras que participaram do estudo tinham esquemas de avaliação bem diversos; havia avaliações pautadas nas condutas e nas características pessoais e não no desempenho escolar. A análise demonstrou relações com condições de origem dos alunosConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/22379/Maria%20Paula%20Gennari%20Guimaraes%20Twiaschor.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoSignificado de escolaAvaliação escolarEstudantes do ensino fundamentalEnsino fundamentalRendimento escolarMeaning of schoolSchool performancePrimary schoolEvaluationCNPQ::CIENCIAS HUMANAS::EDUCACAOO significado e os sentidos que alunos do ensino fundamental atribuem à escolainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria Paula Gennari Guimaraes Twiaschor.pdf.txtMaria Paula Gennari Guimaraes Twiaschor.pdf.txtExtracted texttext/plain295750https://repositorio.pucsp.br/xmlui/bitstream/handle/10680/3/Maria%20Paula%20Gennari%20Guimaraes%20Twiaschor.pdf.txt86f97dfd858d2dfb1067f83f9d331232MD53ORIGINALMaria Paula Gennari Guimaraes Twiaschor.pdfapplication/pdf3905673https://repositorio.pucsp.br/xmlui/bitstream/handle/10680/1/Maria%20Paula%20Gennari%20Guimaraes%20Twiaschor.pdf490a54cc8a3dcd1b1feb837f8d47c1ecMD51THUMBNAILMaria Paula Gennari Guimaraes Twiaschor.pdf.jpgMaria Paula Gennari Guimaraes Twiaschor.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/10680/2/Maria%20Paula%20Gennari%20Guimaraes%20Twiaschor.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/106802022-06-28 17:01:46.865oai:repositorio.pucsp.br:handle/10680Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-28T20:01:46Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola |
title |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola |
spellingShingle |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola Twiaschor, Maria Paula Gennari Guimarães Significado de escola Avaliação escolar Estudantes do ensino fundamental Ensino fundamental Rendimento escolar Meaning of school School performance Primary school Evaluation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola |
title_full |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola |
title_fullStr |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola |
title_full_unstemmed |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola |
title_sort |
O significado e os sentidos que alunos do ensino fundamental atribuem à escola |
author |
Twiaschor, Maria Paula Gennari Guimarães |
author_facet |
Twiaschor, Maria Paula Gennari Guimarães |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marin, Alda Junqueira |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4239024H2 |
dc.contributor.author.fl_str_mv |
Twiaschor, Maria Paula Gennari Guimarães |
contributor_str_mv |
Marin, Alda Junqueira |
dc.subject.por.fl_str_mv |
Significado de escola Avaliação escolar Estudantes do ensino fundamental Ensino fundamental Rendimento escolar |
topic |
Significado de escola Avaliação escolar Estudantes do ensino fundamental Ensino fundamental Rendimento escolar Meaning of school School performance Primary school Evaluation CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Meaning of school School performance Primary school Evaluation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study was developed from questions about different performance among students of the same social and economic level and aimed at investigating the relationship between the meaning and senses ascribed to the school by students of the 5th grade of Primary School, and their school performance. The study was conducted in a State public school located in a district of the Western Area of the City of São Paulo throughout the year of 2007. The assumption was that the meaning and the senses the children ascribe to the school are different and related to both their school performance senses ascribed by virtue of good or poor performance and the educational practices in class positive and negative senses ascribed to them. The analysis of data was made in light of theoretical referential of Social Sciences authors, primarily Bourdieu and collaborators. To collect the data, we have used questionnaires answered by parents of students aiming at better characterizing the population from an economic and cultural standpoint, and questionnaires and interview guides aiming at identifying the meaning and senses each student assigned to the school. We have conducted class observation and analyzed students school materials, such as copybooks and lessons searching for the relationship between the data collected and the content of the different testimonies in the interviews. We have further conducted interviews with teachers aiming at identifying how they have graded the school performance of the students, the criteria taken into account and how they assessed a good and a poor performance. Results indicated that, overall, school means the future, the possibility of a better life and social ascension. This perspective was addressed by Pierre Bourdieu while explaining that access to school for certain portion of the population meant the possibility of reaching positions viewed as hierarchically higher. We have also observed two axes of senses. The first one - the school that teaches: it teaches how to read and write; it teaches education, discipline and respect; it teaches how to live with others; and the second axis - the school that removes from streets. It was possible to establish relations between these two axes and the children s school performance, as well as with their experience inside the school. We have further noticed that teachers who participated in this study had very different evaluation systems; some evaluations were based on personal conduct and characteristics, rather than on school performance. The analysis has demonstrated they are related to the students origin conditions |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-09-04 |
dc.date.issued.fl_str_mv |
2008-08-19 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:33:40Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Twiaschor, Maria Paula Gennari Guimarães. O significado e os sentidos que alunos do ensino fundamental atribuem à escola. 2008. 139 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10680 |
identifier_str_mv |
Twiaschor, Maria Paula Gennari Guimarães. O significado e os sentidos que alunos do ensino fundamental atribuem à escola. 2008. 139 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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