Entre o populismo docente e o dom da fala discente: problemas do ensino básico que sobrevivem à formação superior em pedagogia

Abstract

Many are attracted for the opportunity of cultural and social mobility that Higher Education provides. However, what guarantees are there that the scientific and cultural capital that is expected of a higher education is effectively achieved in college? This paper discusses the limits of the Brazilian public higher education in relation to the fulfillment of such a promise from a phenomenon that Pierre Bourdieu called "teaching populism". It consists of making the student believe that the culture he brings with him -- family and school heirlooms -- is enough for the demands of the job market. The research where the phenomenon was observed was developed in the second half of 2012 in the course of Pedagogy of the Federal University of Ceará . Their goal was to "practice" the basic anthropological concepts and provide elements for the students of Anthropology of Education build the rudiments of an ethnographic gaze. Interested in understanding the variation of student participation in classroom, the authors collected data through participant observation, interviews and questionnaires. Guided by the theory of cultural capital of Pierre Bourdieu, it was observed -- in terms of behaviors, attitudes and dispositions -- the huge gap produced by the Brazilian social inequality and a school system that keeps separate the popular classes of middle and upper classes throughout the school career. It was concluded that arriving at the university without the minimum skills required, especially in terms of discipline, reading and abstract thinking, is problematic because it interferes directly on individual and group performance. But much more serious than it is to come across a university unprepared to deal with the problem in order to overcome it . Thus, instead of striving to give what it promises, quality education, the university often only reinforces the paternalistic culture from the prior schooling. It does so by reproducing, on the one hand, the neglect common to Public Education in Brazil, and on the other, creating an environment of illusory acceptance of the cultural capital brought by students instead of creating the means to deliver the training that is expected of it .