I need to study to be somebody: social memories and representations regarding formal education
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Outros Autores: | , |
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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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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1800221831681015808 |