A influência dos fatores territoriais nas trajetórias escolares dos alunos: o que os estudantes nos revelam sobre isso?

Abstract

This research aims to understand how territorial factors influence the students' academic trajectory. In order to fulfill this aim, we are based on the concept of Territory of Marcelo Lopes de Souza and on the concepts of Social Inequality, Exclusion and Precarious Inclusion developed mainly by Castel, Peregrino, Fontes and Martins. When discussing the territorial factors, we seek to emphasize how the present inequality in society is incorporated, in fact, to the school daily routine, from the process of universalization of education and the implementation of the curriculum. Thus we based this discussion on Cury, Oliveira, Dubet, Lopes and Macedo, Bourdieu and Passeron, among others. The methodological path was chosen based on the option of fieldwork conducted with the ninth year of São Cristóvão II campus of Colégio Pedro II. Through the application of a questionnaire and its analysis through the Content Analysis, methodology developed by Bardin, we seek to give voice to the students, subjects of the research, considering their perceptions about what influences their trajectory, therefore the representations they make and attribute in their daily lives. In this way, we also rely ourselves on the concept of Social Representations developed by Serge Moscovici. In addition to identifying, according to the information obtained through the students, what are the factors that influence in their school trajectory, we think it is intriguing to discuss the student's role in trying to mitigate such situation. Therefore we based ourselves on Certeau, proposing to identify, through the questionnaires, the tactics developed by the students, that is, the forms that they find to dribble the influences when these influences are negative. Through the representations made by the students we can observe that there are territorial factors that interfere in their school trajectories and, in addition, that both the school and themselves develop tactics and strategies to facilitate their school path.