Os sentidos de “escola” e a constituição do sujeito-educando/a: uma análise discursiva das produções de estudantes do Ensino Fundamental da Rede Municipal de Rio Largo

Abstract

This research aims to understand how learners mean the school and how these senses constitute and affect their relationship with teaching and learning process. We take as a problem to investigate school failure, apathy and dropout, because such issues are attributed either to the performance of the educator, or to student commitment, disregarding other important factors, such as very concept of school, as well as objectives of education. This research, carried out in an 8th grade class of a public school in the Rio Largo city in Alagoas states, sought to awaken in the students the critical sense, the feeling of belonging and the critical positioning when reflecting on the school's role and the expectations about the teaching. The activities developed were carried through reading and production of reflexive and literary texts, interviews, conversation, production and exhibition of videos. The theoretical substantiation this based on the conceptions postulated by Althusser (2000), Florêncio (2007), Mészáros (2008), Tonet (2007; 2013), Freire (1996, 2014), Orlandi (1978; 2001, 2005; 2006) and Saviane (1993), in agreement with problematic of this research. As result this study, it was possible to understand the displacement of the educating subject, that is, from a position of receiving passively the knowledge to critical position on the school space and also about what involves its relationship with education professionals who are part of school. This research made possible the open dialogue about the curriculum, the structure of building, the use of resources, student participation and criticality about school and the work relations. The research also pointed to strong presence of a failure discourse that insists on producing effects that naturalize meanings and practices for these subjects-learners. Those senses that need to be faced daily.