Abstract

LOCKMANN, Kamila. The expansionist role of the contemporary school. Sér.-Estud. [online]. 2016, vol.21, n.43, pp.161-178. ISSN 2318-1982.  https://doi.org/10.20435/2318-1982-2016-v.21-n.43(09).

Several studies, supported by Vincent, Lahire and Thin's (2001) assumptions, have evidenced that social-educational projects occurring outside the school present a school configuration, which has been called pedagogization of social issues. On the other hand, authors such as Smeyers and Depaepe (2008) have shown that we are experiencing the phenomenon of educationalization of social problems in contemporaneity, which regards Education as a solution for a variety of social problems. From the analysis of some documents related to the Social Assistance Policies in Brazil and interviews with principals of municipal schools in a city situated in the Metropolitan Region of Porto Alegre, I aimed to analyze the effects that such phenomena have produced on the contemporary school. One of these effects is the increased range of the school functions, i.e. something that I have called the expansionist role of the contemporary school, which has pointed out the multidimensionality of functions assigned to this institution in the contemporary context.

Keywords : Social Assistance Policies; Education; contemporary school.

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