Há um outro modo de construir a relação escola família num sentido instituinte?: reflexões críticas sobre a experiência da extensão universitária da UERJ com o ensino fundamental público no município de Queimados/RJ

Abstract

The present thesis understands the analysis of the instituting meanings of an experience in the educational field, related to a project where the public university and the municipal public education had jointly acted aiming at to the construction of relations between the school and the family that fortified the basic school, in context of intense urban poverty. The investigation had as focus the experience that joined the Rio de Janeiro State University (UERJ) to municipality of Queimados, in the State of Rio De Janeiro, of 2009 the 2018. The family school relation presents itself historically as expressive of great conflicts and contradictions.In the experience of the project of extension of the Faculty of Social Work of the UERJ with schools, placing itself in the dispute of the vision of family as collective historical subject, it was observed the effort of educators in modifying this form of relation next to the relatives, deconstructing the predominant ideas, based on conservative, authoritarian and disciplinary conceptions. The qualitative research methodology involved a bibliographic survey about the theme and its central historical categories, documental analysis, participant observation and semi structured interviews with respect to the concrete experiences that occurred in the municipality of Queimados/RJ, from 2009 to 2018. Having as reference authors as Gramsci, Marx, Engels, Donzelot, Linhares, Savianni, Frigotto, Algebaile, Netto, Iamamoto, Almeida and Mioto, the study found the importance of inter-institutional actions of the management of public education and its professionals in the construction of other ways to work with poor families, mobilizing diverse knowledge and practices in the public school, which constitutes a contradictory space, with instituting possibilities. Considering the close relation between the Public University and the social policies related to rights as an ethical-political issue, it emphasized its important role in the production of knowledge to be socialized, with a view to enhancing the actions of public schools and the critical and committed formation of the subjects.