Teachers’ Socio-Geographic Expectations About Students in Chemistry Classes at Schools in the São Paulo Integral Education Program
DOI:
https://doi.org/10.28976/1984-2686rbpec2024u10311058Keywords:
symbolic power, Chemistry Teaching, Pierre Bourdieu, Critical EthnographyAbstract
The Integral Education Program in the State of São Paulo (PEI) introduced educational reforms in public schools, changing the institutional culture and the teacher-student relationship. Although the literature has indicated the social consequences of the reform, such as the amplification of socio-spatial inequalities and the alteration of teachers’ labor conditions, there remains a gap in research on how the program has influenced pedagogical practices in natural science subjects in schools in peripheral urban regions. This article aims to understand the relationship between the discourses and representations of Chemistry teachers about students and the reforms introduced by the PEI in peripheral schools. This study guided by the Bourdieusian approach, especially the concept of symbolic power, aims to explore teachers’ classification of students and the consequences of or pedagogical practices in Chemistry classes. To conduct this study, we employ the principles of critical ethnography, using qualitative methods, such as observations and semi-structured interviews. The results indicate that the pursuit of an ideal student profile is related to exclusionary and deficit discourses that associate the socio-geographical origin of students with learning obstacles in Chemistry classes. It is concluded that teachers' discourses emerge through classificatory processes encapsulated by representations of race, class, and geography.
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