I need to study to be somebody: social memories and representations regarding formal education

Detalhes bibliográficos
Autor(a) principal: Naiff, Luciene Alves Miguez
Data de Publicação: 2008
Outros Autores: Sá, Celso Pereira de, Naiff, Denis Giovanni Monteiro
Tipo de documento: Artigo
Idioma: por
Título da fonte: Paidéia (Ribeirão Preto. Online)
Texto Completo: https://www.revistas.usp.br/paideia/article/view/6477
Resumo: Different theories on social memory and representation perceive these modes of manifestation as socially constructed and collectively shared. The main objective of this article is to discuss the role of the school on the memory of adults and their children. Data were collected through interviews with 15 mothers and their respective daughters on their perceptions regarding the past, present, and future. The interviews showed that, in general, the school is represented by its positive aspects and is seen as an important tool to expand life options. On the other hand, social practices incorporate aspects of everyday life that do not include the school. These differences may be explained by the interviewees' socio-economic vulnerability, and also to inadequate pedagogical practices found in the Brazilian public school system regarding its policies aimed to avoid school dropouts.
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spelling I need to study to be somebody: social memories and representations regarding formal education Necesito estudiar para ser alguien: memoria y representaciones sociales acerca de la educación escolar Preciso estudar para ser alguém: memória e representações sociais da educação escolar Memória socialEducaçãoExclusão socialMemoria socialEducaciónExclusión socialSocial memoryEducationSocial exclusion Different theories on social memory and representation perceive these modes of manifestation as socially constructed and collectively shared. The main objective of this article is to discuss the role of the school on the memory of adults and their children. Data were collected through interviews with 15 mothers and their respective daughters on their perceptions regarding the past, present, and future. The interviews showed that, in general, the school is represented by its positive aspects and is seen as an important tool to expand life options. On the other hand, social practices incorporate aspects of everyday life that do not include the school. These differences may be explained by the interviewees' socio-economic vulnerability, and also to inadequate pedagogical practices found in the Brazilian public school system regarding its policies aimed to avoid school dropouts. Las teorías que tratan de la memoria social y de las representaciones sociales relacionan esas modalidades de manifestación psíquica como construidas y compartidas socialmente por los grupos de vivencias semejantes. El objetivo de este artículo es discutir la escuela y su papel de agente de inclusión o exclusión en las memorias de vida presentadas. Fueron entrevistadas 15 madres y 15 hijas acerca de sus vidas en el pasado, presente y futuro. Constatamos que la institución escolar y la acción de estudiar, de manera general, representan aspectos positivos vividos en el pasado y si proyectan en los discursos acerca del futuro como posibilidades de mudanzas en la vida. Las prácticas sociales, por otro lado, exponen rutinas que no incluyen la escuela. Podemos inferir que eso ocurre debido al cotidiano de vulnerabilidades a que están sometidas las entrevistas por generaciones y a una probable inadecuación de la propuesta pedagógica de la escuela pública brasileña en lo que se refiere al combate a la evasión escolar. As teorias que tratam da memória social e das representações sociais entendem essas modalidades de manifestação mental como construídas e compartilhadas socialmente pelos grupos de vivências semelhantes. O objetivo deste artigo é discutir a escola e seu papel de agente de inclusão ou exclusão nas memórias de vida apresentadas. Foram entrevistadas 15 mães e 15 filhas sobre suas vidas no passado, presente e futuro. Constatamos que a instituição escolar e o ato de estudar, de uma maneira geral, representam aspectos positivos vividos no passado e se projetam nos discursos sobre o futuro como possibilidades de mudança de vida. As práticas sociais, por outro lado, expõem rotinas que não incluem a escola. Podemos inferir que isso ocorre devido ao cotidiano de vulnerabilidade a que estão submetidas as entrevistadas por gerações e a uma provável inadequação da proposta pedagógica da escola pública brasileira no que tange ao combate da evasão escolar. Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto2008-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/paideia/article/view/647710.1590/S0103-863X2008000100012Paidéia (Ribeirão Preto); v. 18 n. 39 (2008); 125-138 Paidéia (Ribeirão Preto); Vol. 18 No. 39 (2008); 125-138 Paidéia (Ribeirão Preto); Vol. 18 Núm. 39 (2008); 125-138 1982-43270103-863Xreponame:Paidéia (Ribeirão Preto. Online)instname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/paideia/article/view/6477/7948Copyright (c) 2017 Paidéia (Ribeirão Preto)info:eu-repo/semantics/openAccessNaiff, Luciene Alves MiguezSá, Celso Pereira deNaiff, Denis Giovanni Monteiro2012-05-01T03:16:46Zoai:revistas.usp.br:article/6477Revistahttps://www.revistas.usp.br/paideiaPUBhttps://www.revistas.usp.br/paideia/oai||paideia@usp.br1982-43270103-863Xopendoar:2012-05-01T03:16:46Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv I need to study to be somebody: social memories and representations regarding formal education
Necesito estudiar para ser alguien: memoria y representaciones sociales acerca de la educación escolar
Preciso estudar para ser alguém: memória e representações sociais da educação escolar
title I need to study to be somebody: social memories and representations regarding formal education
spellingShingle I need to study to be somebody: social memories and representations regarding formal education
Naiff, Luciene Alves Miguez
Memória social
Educação
Exclusão social
Memoria social
Educación
Exclusión social
Social memory
Education
Social exclusion
title_short I need to study to be somebody: social memories and representations regarding formal education
title_full I need to study to be somebody: social memories and representations regarding formal education
title_fullStr I need to study to be somebody: social memories and representations regarding formal education
title_full_unstemmed I need to study to be somebody: social memories and representations regarding formal education
title_sort I need to study to be somebody: social memories and representations regarding formal education
author Naiff, Luciene Alves Miguez
author_facet Naiff, Luciene Alves Miguez
Sá, Celso Pereira de
Naiff, Denis Giovanni Monteiro
author_role author
author2 Sá, Celso Pereira de
Naiff, Denis Giovanni Monteiro
author2_role author
author
dc.contributor.author.fl_str_mv Naiff, Luciene Alves Miguez
Sá, Celso Pereira de
Naiff, Denis Giovanni Monteiro
dc.subject.por.fl_str_mv Memória social
Educação
Exclusão social
Memoria social
Educación
Exclusión social
Social memory
Education
Social exclusion
topic Memória social
Educação
Exclusão social
Memoria social
Educación
Exclusión social
Social memory
Education
Social exclusion
description Different theories on social memory and representation perceive these modes of manifestation as socially constructed and collectively shared. The main objective of this article is to discuss the role of the school on the memory of adults and their children. Data were collected through interviews with 15 mothers and their respective daughters on their perceptions regarding the past, present, and future. The interviews showed that, in general, the school is represented by its positive aspects and is seen as an important tool to expand life options. On the other hand, social practices incorporate aspects of everyday life that do not include the school. These differences may be explained by the interviewees' socio-economic vulnerability, and also to inadequate pedagogical practices found in the Brazilian public school system regarding its policies aimed to avoid school dropouts.
publishDate 2008
dc.date.none.fl_str_mv 2008-01-01
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://www.revistas.usp.br/paideia/article/view/6477
10.1590/S0103-863X2008000100012
url https://www.revistas.usp.br/paideia/article/view/6477
identifier_str_mv 10.1590/S0103-863X2008000100012
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/paideia/article/view/6477/7948
dc.rights.driver.fl_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Paidéia (Ribeirão Preto)
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
dc.source.none.fl_str_mv Paidéia (Ribeirão Preto); v. 18 n. 39 (2008); 125-138
Paidéia (Ribeirão Preto); Vol. 18 No. 39 (2008); 125-138
Paidéia (Ribeirão Preto); Vol. 18 Núm. 39 (2008); 125-138
1982-4327
0103-863X
reponame:Paidéia (Ribeirão Preto. Online)
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Paidéia (Ribeirão Preto. Online)
collection Paidéia (Ribeirão Preto. Online)
repository.name.fl_str_mv Paidéia (Ribeirão Preto. Online) - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||paideia@usp.br
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