WHAT IS A GOOD SCHOOL?

ADULTS AND CHILDREN DEALING WITH MEANINGS AND ACTIONS IN A PUBLIC INSTITUTION IN RIO DE JANEIRO

Authors

  • Flora Moana Van de Beuque

Abstract

How do adults and children qualify a “good school”? Considering that, even in a context of intergenerational asymmetry, children take an active role in relationships, this article seeks to answer this question, with fieldwork in a public institution in Rio de Janeiro. Aimed at students aged 4 to 10, from the lower and middle classes, with distinct ethnical background, marked by heterogeneity, this institution is considered a “reference school”. In general, adults emphasized the teaching-learning process as central to the school process, though they had some controversies, such as the political dimension of education. The children, even though they valued their studies, emphasized play, active corporality, relationships, in conversations that revealed some degree of ethnic-racial oppression. In the context of the research, it was possible to see adults and children producing dialogues, conflicts and negotiations, sharing meanings, but also sharing some dissonance.

KEYWORDS: School. Education. Children. School Community.

IMAGE:  Photo of a drawing produced by a student at the school where the authoress did field research. Authoress: Flora Moana Van de Beuque (2019).

 

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Author Biography

Flora Moana Van de Beuque

PhD student in Sociology and Anthropology, Federal University of Rio de Janeiro

IMAGE:  Photo of a drawing produced by a student at the school where the authoress did field research. Authoress: Flora Moana Van de Beuque (2019).

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Published

2024-02-28

Issue

No. 16 (2023): Anthropology and/of Education

Section

Dossier Anthropology and/of Education

License

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