RELATIONS BETWEEN NEIGHBORHOOD, INSTITUCIONAL EXPECTATION, AND INTRASCHOOL PRACTICES

• Autor(a) principal: Albuquerque, Regina Lucia Fernandes
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso. Online)
• Texto Completo: https://periodicos.unemat.br/index.php/ppgedu/article/view/5739
• topic: sociologia da educação; efeito vizinhança; expectativas institucionais; práticas intraescolares.; sociology of education; , territory effects; institucional expectations; intraescolares practices; sociología de la educación; , efecto barrio; expectativas institucionales; prácticas intraescolares

: This research contributes to studies in the field of Sociology of Education that seek to understand the possible inequalities in the teaching-learning process of students in territories with a high concentration of poverty (ALVES, FRANCO, RIBEIRO, 2008). The aim was to investigate the expectations of managers and teachers about student learning. The research was carried out in four municipal schools of Rio de Janeiro, located in a territory with poverty concentration, in the North Zone of this city. The qualitative research methodology comprehended semi-structured interviews with managers and teachers, classroom observation, and observation of the fourth Class Council in one of the schools. The results stated an association between the expectations of managers and teachers about the students’ continuity of schooling with the perceptions that these professionals presented concerning the students’ place of residence.