A crise de sentidos e significados na escola: a contribuição do olhar sociológico
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Data
2011-12-01
Autores
Mendonça, Sueli Guadelupe de Lima [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Centro de Estudos Educação e Sociedade (CEDES)
Resumo
O objetivo desse artigo é problematizar a função social da escola na sociedade capitalista atual. Tendo historicamente a função da transmissão do conhecimento, a escola, nas últimas décadas, vem passando por sérias dificuldades em cumprir, ao menos em parte, essa função social. Estudantes e professores não se identificam mais nesse espaço institucional, uns porque não aprendem e outros porque não conseguem ensinar. O estranhamento dos agentes sociais em suas relações na escola faz com que sentidos e significados se percam no processo pedagógico. As motivações de ambos se distanciam na atividade, esvaziando as ações e o alcance dos objetivos que, a priori, deveriam ser comuns. O que está na base desse conflito? A escola teria esgotado sua função social, esvaindo-se como espaço de produção e socialização de conhecimentos? A contribuição do olhar sociológico nessa problemática deve se constituir como um desafio às Ciências Sociais, de modo geral, e ao ensino de Sociologia, de modo particular?
The aim of this paper is to point the social function of schools in modern capitalist society. Having historically the function of the transmission of knowledge, the school in recent decades, has experienced serious difficulties in fulfilling, at least in part, this social function. Students and teachers do not identify themselves anymore in this institutional space, some because they do not learn and other because they cannot teach. The estrangement of social agents in their relationships at school makes sense and meaning get lost in the educational process. The motivations of both agents distance themselves inside the activity, emptying the actions and goals achievement, which a priori should be common to both of them. What is the basis of this conflict? Would the school have exhausted its social function, evanishing itself as a space of production and socialization of knowledge? Must the contribution of the sociological perspective be constituted as a challenge to Social Sciences in general and the teaching of Sociology, in particular?
The aim of this paper is to point the social function of schools in modern capitalist society. Having historically the function of the transmission of knowledge, the school in recent decades, has experienced serious difficulties in fulfilling, at least in part, this social function. Students and teachers do not identify themselves anymore in this institutional space, some because they do not learn and other because they cannot teach. The estrangement of social agents in their relationships at school makes sense and meaning get lost in the educational process. The motivations of both agents distance themselves inside the activity, emptying the actions and goals achievement, which a priori should be common to both of them. What is the basis of this conflict? Would the school have exhausted its social function, evanishing itself as a space of production and socialization of knowledge? Must the contribution of the sociological perspective be constituted as a challenge to Social Sciences in general and the teaching of Sociology, in particular?
Descrição
Palavras-chave
Função social da escola, Significados e sentidos, Ensino de Sociologia, Social function of school, Meanings and senses, Teaching of Sociology
Como citar
Cadernos CEDES. Centro de Estudos Educação e Sociedade, v. 31, n. 85, p. 341-357, 2011.