Na teia de relações : a formação do aluno

• Autor(a) principal: Santos, Cláudia Santana
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/9209
• topic: Educação em Sergipe; Cultura; Educação de crianças; Prática de ensino; Poder; Ciências sociais; Educação infantil; Formação; Saber; Culture; Child education; Formation; Power; Knowledge; CIENCIAS HUMANAS::EDUCACAO

The school is full of cultural multiplicity, composed of singular individuals with adverse beliefs, values and customs. A component of the school institution, the teacher performs his social function, but it is also singular, full of perspectives, beliefs and values that have been acquired in his different spaces of formation, and within this singular-professional relationship, participates in the formation of each student. From this, the objective of this work is to understand how the teacher 's culture influences the student' s education, already in the children 's education, with a directed look at the relationships that take place in the different cultures that govern the school practice, highlighting the relationships of power, of knowledge and the cultural marks left in this relation. It is a unique case study, of the observational type explanatory realized in a municipal school of the sergipano agreste. It contemplates children's education and counts on the participation of a teacher of the age group of five years, denominated pre-Literacy B, and its twenty (20) students. To collect the data, we used the semi-structured interview, participant observation and formation of the children's action group. This study portrays the concept of culture through the Vigotskynian strand, following Norbert Elias' relational theory, valuing the multiple formations of the subject. It starts from the idea of the teacher as a subject with formation, besides the pedagogical one, loaded with beliefs, values and customs. Thus, in this study, a relationship of power distributed unequally between teacher and student was highlighted. There is no one-sidedness, but distribution of power chances, which provides constant movements of the balance of power in the studied relationship. It is observed a relationship with knowledge, centered on the triad sense, desire and mobilization potentialized by market value, giving the school total responsibility for the student's ascension, idea created in the different spaces of knowledge (school, family and etc.). In addition, it is evident that the cultural marks span generations, existing since the perpetuation of the market value linked to school, to the singularities of the teacher that leave marks in the formative process of the student, significant in the way of governing a tension created in the rhythm of the relation and from there varied (re) actions ranging from the confrontation, to the silencing of the pupil and also of the teacher.