Not repeating what was taught to fail and continue in school: an act of resistance or transgression?

• Autor(a) principal: Bampi, Maria Luisa Furlin
• Data de Publicação: 2023
• Outros Autores: Tavares, Maria Tereza Goudard
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de educação popular (Online)
• Texto Completo: https://seer.ufu.br/index.php/reveducpop/article/view/69182
• topic: Popular education; Teacher training; Pedagogical practices; (Auto)biographical narratives; Educação popular; Formação docente; Práticas pedagógicas; Narrativas (auto)biográficas

The article narrates life stories of childhood schooling processes belonging to a low-income family, resident of the rural region of RS, in the 70s, and devices of resistance to school abandonment when completing the 4th grade, at the time, the last grade of schooling. It takes as theoretical and methodological references (auto)biographical narrative approaches and life stories. The objectives of this work are: (i) reflecting on the school routine of these childhoods, aiming to rethink the multiple meanings of evaluation and failure as an act of family resistance to remain in school; (ii) narrating to record and understand the economic-political power structures that are behind the historical inexistence of the State in providing education for popular childhoods in the rural area; and (iii) the resistance of children who purposely make mistakes to fail at school, against the social determinations of a State that should take care, offer and promote the permanence of children in school. In summary, we seek to problematize, reflect, and reframe school failure experiences, attentive to the reproduction of countless social inequalities that cross the daily lives of children and families from lower classes, to reframe them in a transformative perspective.