IDENTIFICAÇÃO DO ALUNO COM A ESCOLA: A VINCULAÇÃO CONSTRUÍDA A PARTIR DA CULTURA

Abstract

For decades, Education began to consider the affective aspect of students as an elementary part of the learning process. Students build identity and bonds of belonging both with the school environment, with their teachers, colleagues and with the subjects themselves, which will enhance the predisposition for learning. Thus, it is possible to verify that bonding constitutes a significant element for the construction of the learning process. In the same way, it is established that the lack of connection, sufficient to create a student's identity and a sense of belonging to the school, contributes to discouragement, absenteeism, in short, to school failure. The perception of the fragility of the relationship between student and school, which permeates discussions in the educational field, is old. However, little has evolved in the understanding of elements that can effectively collaborate in improving this relationship, so that students build a positive identification with the school environment and, therefore, reduce dropout and failure rates. In this way, the research consists of an attempt to understand the link established between Elementary II and High School students and the school, based on the study in a public school of the NRE in Guarapuava/PR. Through the field diary, reports were obtained, which, based on the look and understanding of ethnography, and particularly aided by Geertz's contributions, lead to the understanding that the identity and belonging of students in relation to the school are anchored in the link that is built from culture. The research was developed in five chapters, the first for the methodological description, the second for the presentation of key concepts for the research, the third for the description of the research field, the fourth for the organization of field reports via categories of analysis and the fifth to the discussions. The following conclusions emerged from the research: recognition of the importance of school in students' lives; the transformations of the family institution; the role of technologies; the reaffirmation of the face-to-face class model, and, finally, the confirmation that universalizing the school is not enough for permanence and for good school performance.