| dc.description.abstract | The reproduction of 'urban x rural' hierarchy is filled from the stigmatizing understanding that living in rural areas is social and cultural inferior. According to this, with the increasing insertion of children from rural area to urban schools, it is inevitable
that such an understanding pervades school relations, reinforcing mystified aspects
about this population. If school operates as a stage of social relations and children as
protagonists, how do they mean their experiences in urban school scenery? Under this
question, the object is to understand how children of rural areas mean their experiences
in a Municipal Elementary School, located in the urban area of a city in São Paulo.
Participative observations were conducted in each part of the school and registered as
field diaries, with a third grade group of eighteen children, and the classroom and
Physical Education teachers. In addition to the participative observations, circles of
conversation were conducted with the children. From the attentive and patient listening
to the voices of them, the data analysis indicated that the school timings and spaces
exceeded the impregnated speeches of stereotypical ideal to the rural subjects, because
with the contact with and among children, the articulation of elements from both
cultures, rural and urban, was present. Through the fluidity of affective relationships,
the children showed to mean the school as a space to improve knowledge necessary for
adult life, as well as a place to win friends, play and enjoy time better. It was realized in
the relation of the teachers that some pedagogical deeds and practices still need to be
contextualized to the reality of the children, considering them as concrete subjects,
holders of childhood knowledge and skill. It is concluded that the being in school is for
the children a possibility to build up shared and permissible practices of creation and re-
signification of experiences, especially away from adult eyes. | |
