CONTEXTO ESCOLAR: CONFLITOS IDENTIDÁRIOS

• Autor(a) principal: Pinto Tristoni, Rejane Hauch
• Data de Publicação: 2011
• Outros Autores: Mossmann, Grasiela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/5867
• topic: Identidade. Fronteira. Preconceito. Aluno Brasiguaio.

This paper refers to an ongoing study, which investigates the conflicts experienced by minority groups: the brasiguaios (brazilian people that lives in Paraguay or vice versa) within the school context, in western Paraná. Through this research is possible notice the issues that makes clear ethnic conflicts, linguistic and identity's  (re)construction as well as its impact on school life. The idea of investigating the minority groups' agent within the school context assumes is presented by Moita Lopes (2002), that considers the school a privileged space for the identity's (re)construction, once the school space is an proper context for analysis of identity's construction. Therefore, it is understood that the school is one of the main spaces where the identity's statements are consolidated . Thereby, the goal is to investigate how happens the identity's (re) construction and identity conflicts, more specifically in relation to the prejudice and stigmatization established within the school.