| dc.description.abstract | The current investigation, based in a psycho-social approach, proposes to identify and to
analyze the children’s signification about the scholarly complain and its implication in
the self representation, according to children from a municipal school, located in Cuiabá
– MT. The conjecture that lays the foundation of this research includes children as social
actors that are able to tell their own existence through manifold forms of language and
assumes the school universe as the privileged social space to the legitimization of the
recognition of its competence and of the exercise of its right to social participation
(JENKS, 2005; CORSARO, 2005, 2011; SARMANETO, 2007). The theoreticalreflexive elaborations built are sustained by the approximations between the theoretical
marks of the social representation theory (MOSCOVICI, 1978, 2012, 2015; JODELET,
2001, 2005, 2007; JOVCHELOVITCH, 1998, 2008; MARKOVÁ, 2006, ABRIC, 1998;
ARRUDA, 2002, 2014; BAUER, 2013; DUVEEN, 1996, 2013; CASTORINA, 2013),
based in an onto-genetic approach (DUVEEN; LLOYD, 2008), and in the historicalcultural theory (VIGOTSKI, 2000, 2009a, 2009b, 2010; PRESTES, 2010, 2013;
MOLON, 1999, 2000). The methodological precept that oriented the plan of generation
and analysis of the data were based upon the plurimetodology principles and of
triangulation (APOSTOLIDIS, 2006) inspired by ethnographic outlines (ANDRÉ, 1995;
ROCKWELL, 2015; EZPELETA; ROCKWELL, 1986; EZPELETA, GEERTZ, 2008).
The procedure of the participant observation of the everyday dynamics was privileged
combined with the realization of semi-structured interview with the participants. It was
done a comprehensive analysis of the generated data through the adoption of these
methodological strategies elucidated. The results show that the social knowledge shared
by the children about school experience are permeated with different paradigms that
tension the representational field around the children that are identified as far from the
normative standard of schooling. It is notable the predominance of the adhesion to the
hegemonic discourses focused in the tradition of the schooling culture, rooted in
presuppositions that are adaptationists, disciplinary and uniforming which concentrate
on the learner as a passive person full of impossibilities. It is also noted that, in a lower
level of sharing, the emergence of a network of meanings founded in the emancipator
principle that tension the transmutation of the reported view highlighting the social
participation of the child in the unfolding of the various and possible ways that delineate
the teaching-learning process, guided by the dialogical encounter with the Other - adult
and child - authorizes the unveiling of the unpredictable. | |
