Percepções de formandos do ensino médio acerca das contribuições da escola e da classe social de origem sobre suas chances de ascensão educacional: o que os alunos pensam, querem e como interpretam suas realidades

Abstract

The present study has as central locus of interest to understand the perceptions of the students graduates from high school in a state school in the municipality of Rio de Janeiro, have had about their chances of educational ascension via access to higher education, focusing, in particular, as the students realize the contributions of school and social class they belong in this process. The study was conducted only during the morning shift, using the theoretical and methodological anchored in research on school matters, field of study that began outside of Brazil, which has recently experienced more entry in the Brazilian educational field. This research gathered using quantitative and qualitative methodologies, applying questionnaires to all senior students and sought to know more of their expectations through semi-structured interviews with two students from each class. Studies show that, although outside school factors, especially those related to socioeconomic conditions of individuals, have a strong influence on the academic performance of students on their path through school, and later on their professional careers, other studies have suggested that there are other elements that need to be introduced into the analysis, which are relate to schools, which has been called in Brazil as efeitos das escolas, or simply efeito-escola. According this analysis perspective, schools are likely to affect student s trajectories, as well as their expectations of life and their motivations, mistaking the influence of socioeconomic factors, which, though present, were not the only constraints. These researches show that after controlling for variables pertaining to the socioeconomic conditions of individuals, the data suggest that schools exert influence on student performance to a greater or lesser extent, with varying degrees of success, showing that schools can make a difference, and that the outside school factors are not the only determinants for the school success and failure of the individuals.