TEORIZAÇÕES SOBRE A FUNÇÃO SOCIAL E O SENTIDO DA ESCOLA PÚBLICA DE PERIFERIA NA CONTEMPORANEIDADE: NOTAS INTRODUTÓRIAS

Gessica Galdino da Silva  Pereira; Simone Cabral Marinho dos  Santos

doi:10.5216/ia.v47i2.71411

THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES

Authors

Gessica Galdino da Silva Pereira Universidade do Estado do Rio Grande do Norte (UERN), Pau dos Ferros, Rio Grande do Norte, Brasil, gessicapereira@alu.uern.br https://orcid.org/0000-0002-5989-987X
Simone Cabral Marinho dos Santos Universidade do Estado do Rio Grande do Norte (UERN), Pau dos Ferros, Rio Grande do Norte, Brasil, simonecabral@uern.br https://orcid.org/0000-0001-8338-8482

DOI:

https://doi.org/10.5216/ia.v47i2.71411

Abstract

This work aims to discuss the social function of the public school in the periphery in contemporary times. We seek to analyze how public schools in peripheral communities can provide the student with the opportunity to seek meaning for their schooling, through critical and reflective teaching. We start from theories about the democratization of public schools in Libâneo (2014), approaching the social function of the school in the light of Freire (1987) and Charlot (2000, 2013). The studies bring us closer to Dubet (1994, 1998), in the discussion about the meaning of schooling of subjects who attend public schools on the periphery, based on experiences and integration strategies. In order to problematize the need to resist an educational system that ideologically seeks to maintain the dominant hegemony.

KEYWORDS: Public School. Social Role. Periphery.

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Author Biographies

Gessica Galdino da Silva Pereira, Universidade do Estado do Rio Grande do Norte (UERN), Pau dos Ferros, Rio Grande do Norte, Brasil, gessicapereira@alu.uern.br

Mestranda em Ensino pelo programa de Pós-graduação PPGE da Universidade do Estado do Rio Grande do Norte, campus Pau dos Ferros. Possui experiência na área de educação na modalidade de educação de jovens e adultos na rede pública do Estado do Ceará. Atualmente desenvolve a função de formadora municipal do programa de formação continuada PAIC pela SEDUC- CE em parceria com a SME do município de Ipaumirim-CE. Participa do grupo de estudos intitulado: Núcleo de Estudos em Educação (NEED) do campus avançado de Pau do Ferros (RN).

Simone Cabral Marinho dos Santos, Universidade do Estado do Rio Grande do Norte (UERN), Pau dos Ferros, Rio Grande do Norte, Brasil, simonecabral@uern.br

Doutora em Ciências Sociais pela Universidade Federal do Rio Grande do Norte (UFRN). Docente do Departamento de Educação e dos Programa de Pós-Graduação em Ensino (PPGE) e em Planejamento e Dinâmicas Territoriais no Semiárido (PLANDITES), da Universidade do Estado do Rio Grande do Norte (UERN), Campus Avançado de Pau dos Ferros. Membro do Núcleo de Estudos em Educação (NEEd) e do Grupo de Estudos e Pesquisas em Planejamento do Processo Ensino-Aprendizagem (GEPPE). Membro da Rede Interdisciplinar Interinstitucional Êxito Escolar, Empoderamento e Ascensão Social (RIEAS) e Vice-presidente da Rede Internacional Interdisciplinar de Pesquisadores em Desenvolvimento de Territórios (Rede-TER).

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Published

2022-08-31

How to Cite

PEREIRA, G. G. da S. .; SANTOS, S. C. M. dos . THEORIZATION ABOUT THE SOCIAL FUNCTION AND THE MEANING OF THE OUTERDER PUBLIC SCHOOL IN CONTEMPORARY: INTRODUCTORY NOTES. Journal Inter-Ação, Goiânia, v. 47, n. 2, p. 731–746, 2022. DOI: 10.5216/ia.v47i2.71411. Disponível em: https://revistas.ufg.br/interacao/article/view/71411. Acesso em: 22 dec. 2024.

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Issue

Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges

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