Socialização, modos de pensamento e diversidade: contribuição à compreensão do fracasso escolar na Educação Pública Fundamental

Abstract

This study aims to discuss the hypothesis that the condition of poverty is a cause of cognitive pathology. Thus, we analyze how the mind becomes social ideas in light of the sociology of knowledge through the theoretical construction of Peter Berger and Thomas Luckmann, the Historic-Cultural Theory of Lev S. Vygotsky and contributions about the possibility of cognitive diversity constructed from different cultural realities, as discussed by Luiz Antonio Gomes Senna. This study seeks to understand how subjects produce knowledge in cultural contexts. During the approach supports this theoretical work, it is argued that students learn the subject, are the result of the process of meaning production, performed with the aid of symbolic systems of culture. We argue further that teachers have been innocent agents of exclusion as they are unaware of the epistemological figure of the studen and that only a real education in intercultural perspective, would take care to preserve and enhance cultural diversity and the cognitive subject