Na escola, eu aprendo mais coisas do que na rua: o sentido da escola para crianças da periferia de Fortaleza-CE

Abstract

The study aims to analyze the relationship that a group of children from marginalized and a peripheral zone of Fortaleza down with school, based on the elements that still maintain their mobilization to attend this institution and the senses they attach to school knowledge in the early grades Elementary School. In this sense, moth as more specific objectives: discuss the mobiles that support and boost the frequency of children in school, and understand the meanings they attach to school knowledge in the early grades of elementary school. For the theoretical background, we used the reflections of Charlot (2000, 2005) on the concept and approach to knowledge and relationship with the school. For the construction of the data, we used three research techniques: the technical drawings, textual productions and interviews, all conducted at the school in question. Regarding the data collected, it can be seen that students are mobilizing to attend school because of the relationship they build with their teachers and classmates, as well as due to existing games in the educational environment and the promise of a bright future. With regard to the meanings attributed to the school as formal knowledge, for students, this is seen as a place of education and make friends, it is also a place of fun, training of professionals and citizens, and yet, the most conducive to the attainment of knowledge and learning. Based on these aspects, we conclude that, despite the social environment in which students are, this discourages them not attending school and value. Thus, it is appropriate that teachers value the potential of their students, their life stories, their motivations and respect the meanings they attach to school.