Identidade juvenil e identidade discente: processos de escolarização no terceiro ciclo da escola plural

Abstract

The object of this research is the interactions of male and female eighth-grade elementary school students in the classroom, and how those mutual positions, established face to face, organize the classroom and give meaning to those subjects insertion in the school space. Therefore, the goal is to understand the networks that are created and express the students juvenile affiliations in interaction situations. Such affiliations, either cooperative or competitive, shape the students identity into na intricacy of variables, which can be favorable or not to maintaining the necessary social frame for the continuity of the classes. It is such modulations that cause the rupture of sympathy bonds between the students and between them and the teachers, causing overt conflict to appear between the parties. Thus, the dilemma of the school model is whether to keep itself co-active to the subjectivation components by attributing determined roles to the student or to open itself to other processes, in which being young is to play anarchically in order to break up the atmosphere proposed by the teachers. For that purpose, the research was carried out on classes of the last year (therefore about to leave school) of an elementary school of the City of Belo Horizonte (Brazil) public educational network. They were chosen exactly because they faced the future prospects opened by the end of a schooling period, in which it becomes possible to evaluate what has already come to be. The field observations were performed in two separate semesters in the years 2003 and 2005, in which interactions were focused and analyzed by the players themselves in both collective and individual interviews. It was thus sought to gather data that evidenced the interaction dynamics carried out by male and female students, in order to build na analytic frame in which generation, gender, and social class perspectives emerged as explanatory vectors for the phenomenon. For theoretical support, the contributions of SIMMEL, DUBET and GOFFMAN were used in order to better understand that social interaction web woven in school contexts.