Resumen

DE NAZARE BAIA COELHO, Wilma; JOSENILA COSTA DE BRITO, Nicelma  y  SIMITH DOS SANTOS, Patrícia. Elementary education and the relations of sociabilities: the teenagers and the diversity at school. Educação. Santa Maria [online]. 2021, vol.46, e40743.  Epub 31-Oct-2023. ISSN 1984-6444.  https://doi.org/10.5902/1984644440743.

This article is the result of a research carried out with the financial support of the “Conselho Nacional de Desenvolvimento Científico e Tecnológico” (CNPq) (Brazilian National Council for Scientific and Technological Development), which involved 175 (one hundred and seventy-five) adolescents, from two public schools. In relation to the objectives of this text, we prioritize analyzing the sociability relationships established among 111 (one hundred and eleven) students, from the 6th to the 9th grade, in one of these schools linked to Elementary Education, in Belém, Pará, Brazil. In order to carry out the analysis, we used the conceptual notions of symbolic violence, hierarchy and habitus, by Pierre Bourdieu (1996; 2002; 2010), and representation, by Roger Chartier (1982; 1991). Regarding the specialized literature on adolescent sociability, ethnic-racial relations and social relations, we adopted the formulations by Wilma Coelho and Mauro Coelho (2016), Wilma Coelho and Carlos Silva (2015; 2017; 2018; 2019) and Nicelma Soares (2010). The conceptual formulations by Laurence Bardin (2010), Marli André (2003) and Heraldo Vianna (2003) helped in the treatment and systematization of data, school ethnography and observations. The results point out: a) the centrality of social networks for the establishment, development and ruptures of social relationships; b) the need for attention directed to social networks in the school experience - the content conveyed through the online experience plays a secondary role in relation to sociability relationships, because these students think about today; c) according students’ perceptions about the school environment, the enjoyment of studying and everything related to it are less relevant. We recommend an expansion of the school's pedagogical investments in relation to students’ interests in shaping their sociability.

Palabras clave : School; Elementary education; Teenagers; Sociabilities; Diversity.

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