Experiência escolar juvenil em periferia urbana: sentimentos de injustiça e processos de reconhecimento

Abstract

This thesis research, developed in the Postgraduate Program in Education of Universidade de Caxias do Sul, in partnership with Universidade do Planalto Catarinense, from October 2019 to October 2023, had as its main objective, to highlight the effects of feeling of injustice and denied recognition in the school experience of young people from the urban peripheries. To this end. I sought to identify the feelings of injustice experienced by young students; investigate the construction of narratives made by the school about the young students? experiences in its Livro de Ocorrências (Incident Book); and ascertain how these students perceived their school experience. The study was based on the experiences of daily school life, based on studies related to daily life by Pais (1993; 2002; 2009; 2013; 2015), Lefebvre (2020), and Stecanela (2009; 2010; 2018). School Injustice and the feelings linked to it were taken from Dubet (2008; 2014). The denied recognition was analyzed in the light of Honneth (2003). The school experience had as a key to interpretation the Sociology of Experience by Dubet (1994) and the partnership between this author and Martuccelli (2014). As data construction methodology, I carried out Focus Groups with young students from EMEB Mutirão, located in the peripheral region of the city of Lages-SC. Students from 9th-year elementary school classes participated in the morning, afternoon, and evening periods. Furthermore, I analyzed the narratives constructed about the students' school experience in the School Incident Book. To build this study, I used the Discursive Textual Analysis of Moraes and Galiazzi (2007). From the empirical data, in dialogue with the theoretical interlocutors, the young students' feelings of injustice emerged, which derive from the school rules, especially regarding how the school intervenes in the event of non-compliance with the rules. Moreover, the pedagogical relationship, from the perspective of the young participants, is marked by various factors that promote feelings of injustice: incomprehension, indifference, discrimination, symbolic violence, and censorship. In addition to these factors, there is a lack of dialogue and poor structural school conditions. Therefore, I identified that the feeling of injustice had the effect of marking dissatisfaction with the experience provided by the school. This manifested itself in a boycott of classes; demonstrated through disturbances, escapes from classes, distractions, insubordination, and attitudes considered impertinent. This whole reality created an experience meaningless, leading students to describe it as irritating, stressful, difficult, complex, complicated, rushed, and requiring an effort to succeed that was almost unattainable. Therefore, my thesis is that when the school talks to the youth, the aspects that promote feelings of injustice are minimized, leading peripheral young people to experience a pedagogical relationship with their teachers based on mutual recognition, from which students become the subjects of a fairer school experience, which results in meaningful learning. However, as there are many layers in everyday school life, it is impossible to foretell a full sense of justice, as the processes of recognition between students and teachers are diverse. This dynamic makes it impossible to build solid foundations for feelings of justice and recognition. This has led social actors who inhabit this daily school life to engage in conflicts to fight for recognition. [resumo fornecido pelos autor]