THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES

Detalhes bibliográficos
Autor(a) principal: Pereira, Gessica Galdino da Silva
Data de Publicação: 2022
Outros Autores: Santos, Simone Cabral Marinho dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/71411
Resumo: This work aims to discuss the social function of the public school in the periphery in contemporary times. We seek to analyze how public schools in peripheral communities can provide the student with the opportunity to seek meaning for their schooling, through critical and reflective teaching. We start from theories about the democratization of public schools in Libâneo (2014), approaching the social function of the school in the light of Freire (1987) and Charlot (2000, 2013). The studies bring us closer to Dubet (1994, 1998), in the discussion about the meaning of schooling of subjects who attend public schools on the periphery, based on experiences and integration strategies. In order to problematize the need to resist an educational system that ideologically seeks to maintain the dominant hegemony. KEYWORDS: Public School. Social Role. Periphery.
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spelling THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTESTEORIZACIÓN SOBRE LA FUNCIÓN SOCIAL Y EL SIGNIFICADO DE LA ESCUELA PÚBLICA EXTERNA EN LA CONTEMPORÁNEA: NOTAS INTRODUCTORIASTEORIZAÇÕES SOBRE A FUNÇÃO SOCIAL E O SENTIDO DA ESCOLA PÚBLICA DE PERIFERIA NA CONTEMPORANEIDADE: NOTAS INTRODUTÓRIAS This work aims to discuss the social function of the public school in the periphery in contemporary times. We seek to analyze how public schools in peripheral communities can provide the student with the opportunity to seek meaning for their schooling, through critical and reflective teaching. We start from theories about the democratization of public schools in Libâneo (2014), approaching the social function of the school in the light of Freire (1987) and Charlot (2000, 2013). The studies bring us closer to Dubet (1994, 1998), in the discussion about the meaning of schooling of subjects who attend public schools on the periphery, based on experiences and integration strategies. In order to problematize the need to resist an educational system that ideologically seeks to maintain the dominant hegemony. KEYWORDS: Public School. Social Role. Periphery.Este trabajo tiene como objetivo discutir la función social de la escuela pública en la periferia en la contemporaneidad. Buscamos analizar cómo las escuelas públicas de comunidades periféricas pueden brindar al estudiante la oportunidad de buscar sentido a su escolarización, a través de una enseñanza crítica y reflexiva. Partimos de teorías sobre la democratización de las escuelas públicas en Libâneo (2014), abordando la función social de la escuela a la luz de Freire (1987) y Charlot (2000, 2013). Los estudios nos acercan a Dubet (1994, 1998), en la discusión sobre el significado de la escolarización de sujetos que frecuentan escuelas públicas de la periferia, a partir de experiencias y estrategias de integración. Con el fin de problematizar la necesidad de resistir a un sistema educativo que ideológicamente busca mantener la hegemonía dominante. PALABRAS CLAVE: Escuela Pública. Papel Social. Periferia.Este trabalho tem por objetivo discorrer acerca da função social da escola pública de periferia na contemporaneidade. Buscamos analisar como as escolas públicas de comunidades periféricas podem oportunizar ao aluno buscar sentido para sua escolarização, mediante um ensino crítico e reflexivo. Partimos de teorizações acerca da democratização da escola pública em Libâneo (2014), abordando a função social da escola à luz de Freire (1987) e Charlot (2000, 2013). Os estudos nos aproximam de Dubet (1994, 1998), na discussão sobre o sentido da escolarização de sujeitos que frequentam escolas públicas de periferia, a partir de experiências e estratégias de integração. De modo a problematizar a necessidade de resistência a um sistema educacional que ideologicamente busca manter a hegemonia dominante. PALAVRAS-CHAVE: Escola Pública. Função Social. Periferia.Faculdade de Educação (UFG)2022-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/7141110.5216/ia.v47i2.71411Journal Inter-Ação; Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges; 731-746Revista Inter Ação; Vol. 47 Núm. 2 (2022): El derecho a la Educación del Campo: trayectorias de lucha, resistencias y desafíos; 731-746Revista Inter-Ação; v. 47 n. 2 (2022): O direito à Educação do Campo: trajetórias de lutas, resistências e desafios; 731-7461981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/71411/38641Copyright (c) 2022 Gessica Galdino da Silva Pereira, Simone Cabral Marinho dos Santosinfo:eu-repo/semantics/openAccessPereira, Gessica Galdino da Silva Santos, Simone Cabral Marinho dos 2022-09-01T12:45:27Zoai:ojs.revistas.ufg.br:article/71411Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:06.747487Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
TEORIZACIÓN SOBRE LA FUNCIÓN SOCIAL Y EL SIGNIFICADO DE LA ESCUELA PÚBLICA EXTERNA EN LA CONTEMPORÁNEA: NOTAS INTRODUCTORIAS
TEORIZAÇÕES SOBRE A FUNÇÃO SOCIAL E O SENTIDO DA ESCOLA PÚBLICA DE PERIFERIA NA CONTEMPORANEIDADE: NOTAS INTRODUTÓRIAS
title THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
spellingShingle THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
Pereira, Gessica Galdino da Silva
title_short THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
title_full THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
title_fullStr THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
title_full_unstemmed THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
title_sort THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES
author Pereira, Gessica Galdino da Silva
author_facet Pereira, Gessica Galdino da Silva
Santos, Simone Cabral Marinho dos
author_role author
author2 Santos, Simone Cabral Marinho dos
author2_role author
dc.contributor.author.fl_str_mv Pereira, Gessica Galdino da Silva
Santos, Simone Cabral Marinho dos
description This work aims to discuss the social function of the public school in the periphery in contemporary times. We seek to analyze how public schools in peripheral communities can provide the student with the opportunity to seek meaning for their schooling, through critical and reflective teaching. We start from theories about the democratization of public schools in Libâneo (2014), approaching the social function of the school in the light of Freire (1987) and Charlot (2000, 2013). The studies bring us closer to Dubet (1994, 1998), in the discussion about the meaning of schooling of subjects who attend public schools on the periphery, based on experiences and integration strategies. In order to problematize the need to resist an educational system that ideologically seeks to maintain the dominant hegemony. KEYWORDS: Public School. Social Role. Periphery.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/71411
10.5216/ia.v47i2.71411
url https://revistas.ufg.br/interacao/article/view/71411
identifier_str_mv 10.5216/ia.v47i2.71411
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/71411/38641
dc.rights.driver.fl_str_mv Copyright (c) 2022 Gessica Galdino da Silva Pereira, Simone Cabral Marinho dos Santos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Gessica Galdino da Silva Pereira, Simone Cabral Marinho dos Santos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges; 731-746
Revista Inter Ação; Vol. 47 Núm. 2 (2022): El derecho a la Educación del Campo: trayectorias de lucha, resistencias y desafíos; 731-746
Revista Inter-Ação; v. 47 n. 2 (2022): O direito à Educação do Campo: trajetórias de lutas, resistências e desafios; 731-746
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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