O artesanato da cultura escolar: processos intraescolares que se relacionam com a construção social do aluno na Educação Infantil

Abstract

The dissertation investigates some elements of intraschool processes in Early Childhood Education, using the theoretical framework of the Sociology of Education. This follows a trend of international studies that focus in Early Childhood Education (BORGE, MELHUISH, 1995; MELHUISH et al, 2000; 2001; 2002; MELHUISH, 2004a; 2004b; SLOT, LERKKANEN, MARJA-KRISTIINA, LESEMAN, 2015; MELHUISH, EREKY-STEVENS, et al, 2015; NICHD, 2002; SLOT, et al, 2015; SYLVA, et al, 2008). Its objective was to analyze the institutional expectations of the students of Early Childhood Education in the two schools of the study. The analysis of the relationship of these expectations with practices that seek the social construction of the student (BURGOS, 2014), having as reference an ideal of 'good student' (BURGOS, 2014) present in school culture was a second objective. The research was on two Municipal schools of Belo Horizonte, located in the North Zone of the city. The school's neighborhoods have different socioeconomic levels in their population. It is qualitative research that used: 1) observation of classes with children aged five years (one class in each school); 2) semistructured interviews with teachers and pedagogical coordinators of Early Childhood Education, in both schools. It also used data collection tools as data from the 2018 School Census and 2010 Census to characterize schools. The results indicated elements that are associated with the social construction of the student, that is, a set of intraschool practices that are designed in a movement of conversion of the child into a student. This movement seems to be the main guide of the pedagogical action developed concerning the two groups as a daily 'craft' of the school culture. In this 'craft' institutional expectations focus more on expected behaviors than on cognitive acquisitions, and elements such as gender, religion, and students' neighborhood, are activated to emphasize the behaviors valued in the school culture.