Migração do Nordeste para Rio das Pedras: um estudo de caso etnográfico

Abstract

The aim of the present thesis is the relationship of the migrant student with the social construction of the school. It is based on the ethnographic theoretical-methodological approach to guide the research paths. The instruments used were interviews, participant observation, field notebook, complementary notes, photographs and text production as a clipping for the student’s place of belonging. The research loci were the community of Rio das Pedras, in Rio de Janeiro, held between April and December 2016. The primary subjects were: families in mobility, students in the 4th grade classroom; secondary subjects: principal, coordinator, teachers and staff members of the school community. The results of the study arose from the inductive analysis of the data obtained in the field report, favoring the theoretical interlocutions of theses, dissertations and scientific articles of bibliographic mapping. The thesis questioned: how is the social construction of the school, based on the mobility of subjects from the Northeast to Rio das Pedras? As a general objective, it studied and investigated the mobility of subjects from the Northeast to the Rio das Pedras community and the social construction of the school. Thus emerged the analytical categories: family, displacement, socioeconomic status and school, which intertwined and composed the result chapters; i) family mobility, understanding this as the process of coming and going, that is, moving from one place to another, in this study going means the other, here understood as geographical otherness because the other is place, city, state, that is, a relationship of absence and presence based on distance in order to situate them in the local culture and their relations with the school; ii) the social construction of the school was described through school activities and learning, which revealed how the students in the researched classroom are understood. These students, mostly descendants of northeastern Brazilians, immigrants themselves, that lives in the Rio das Pedras community in Rio de Janeiro. Voices in the class council indicated the possibility of thinking about school and classroom practices, where student learning was associated with behavior. The descriptions and interpretations of the field data were verified to elaborate a mapping of the reality of the subjects in mobility and the reality in the present time, revealing the school, as a space of social construction does not always recognize the identities and the belongings of the students who live together in the same community. Finally, it is expected that this research can contribute to the understanding of the school as a space of social construction, from the subjects themselves