SCHOOL AS AN OBJECT OF QUESTIONING AND ITS DYNAMIC UNDERSTANDING

Authors

  • Nilda Stecanela Universidade de Caxias do Sul/RS
  • Mariana Selbach Castilhos Universidade de Caxias do Sul Observatório de Educação da Universidade de Caxias do Sul

DOI:

https://doi.org/10.14210/contrapontos.v14n3.p479-494

Keywords:

School changes, School cultures, Young people and school.

Abstract

This text presents a reflection about possible crossing points that the process of democratization of access to school promotes in school cultures. It focuses on narratives produced about teachers’ practices, seeking to elucidate how the pedagogic relationship constitutes itself in view of social behavior patterns of contemporary young people. Ethnographic reports were considered, combined with in depth interviews with teachers of a private school in the Brazilian city of Caxias do Sul/RS. The theoretical support considers formulations of authors linked to sociology and cultural history. The field work enabled us to identify different readings of reality, generally associated with personal aspects, time spent teaching, and the challenges of educational and sociocultural contexts in contemporary education.

Author Biographies

Nilda Stecanela, Universidade de Caxias do Sul/RS

Diretora do Centro de Filosofia e Educação, docente do PPGEDU e coordenadora do Observatório de Educação da Universidade de Caxias do Sul.

Mariana Selbach Castilhos, Universidade de Caxias do Sul Observatório de Educação da Universidade de Caxias do Sul

Mariana Selbach Castilhos é acadêmica de Psicologia, Bolsista PROBIC/FAPERGS e investigadora do corpo discente do Observatório de Educação da UCS.

Downloads

Published

2014-10-30

Issue

Vol. 14 No. 3 (2014)

Section

Articles

License

Upon acceptance of an article, the author gives full rights of the work to Contrapontos., but retains the authorship. The published work is considered collaboration. Thus, its author will not get paid nor will s/he be charged by Contrapontos. The responsibility of the article solely goes to the authors. Citations and transcriptions are allowed by mentioning the sources.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.