Schools Real Nature And Significance To Students

Schools Real Nature And Significance To Students

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Experts and educational professionals talk about the crisis of the school as a developed dissolution of the historical-social context and economical and political aspects of the concrete society where school acts; as if it could be deciphered without the intelligence about how the power, in this or that society, is being constituted, serving somepeople and non serving others, in favor of what and against what!. In educational crisis of the school, we can perceive the existence of some complications provoked by pedagogical relation.

From the individual point of view, professors enter in classroom aggressively. Unfortunately, school is not anymore the place where it is possible to prove the proper value, to grow, giving to pupils the answers that they wait. (ARIES, 1978)

In contrast, the class, currently, became the moment where culture is ignored or even rejected, where what the professors speak is contested. In a world where it is only admitted to speak well, standardized aspects pertaining to school language are only the recognized for the school as correct. All the spontaneous way to speak of the child (expressions, phrases, pronunciation, etc.), that it does not correspond to the norms of the pertaining to school language, are constant and permanently corrected, restrained, penalized by the professor, in the hope that, from correction to correction, all the children will finish saying the language demanded for the school.

The result is that certain children, to not run the risk to be criticized for speaking wrongly, will prefer to silence the mouth and will look for to reduce what they will have to write to the possible minimum, avoiding any exposing to the comments of the type vocabulary poverty, direction lack, orthographical error, etc. (CAMPOS, 1993)

To the inverse side, children from low social levels feel great queerness on the language, norms and values of the school, that are totally different of those that are accustomed. They will feel themselves inferior by the fact that they are not able to bring to the school their way to talk and their family and ambiental experience. They will feel themselves lost ahead of the lack of sense and immediate utility of the exercises and tests in classroom, confused themselves by the artificial side of the situations lived in the school. However, in the school we all learn exactly that nothing we can do, for we ourselves or in contribution with others, with what the school teaches. In truth, school qualifications do not help us in nothing to improve our daily life nor to satisfy our more elementary necessities. Aptitudes learned in the school, when they exist, only serve to us to sell a little more expensive our proper force of work in the business. (COLLARES, 1996)

The work executed is suported basically on the idea that the professor is the owner of the knowledge, and the pupils are the ones that do not know nothing. Thus, it fits to the first one to deliver, to transmit, to transfer his knowledge to the seconds. And this knowledge is not anymore that one classified as lived experience (Harper, 1980), but only the theoretical reconstruction of experiences lived by the professor and mere told to the pupil in the classroom. It is not to surprise, then, that, in this vision of the education, men are considered as to be destined to adapt, to adjust.

The more the pupils pledge themselves in filing the knowledge that is delivered to them, the less they develop the critical conscience that would allow them to insert themselves in the world as agents of their transformation, as citizens. (DERVAL, 1998)

ARIS, P. Histria social da criana e da famlia. Rio de Janeiro: Monografia Zahar, 1978.
CAMPOS, Maria Malta, ROSEMBERG, Flvia e FERREIRA, Isabel. Creches e pr-escola no Brasil. So Paulo: Monografias Cortez, 1993.
COLLARES, Ceclia Azevedo Lima; MOYSS, M. Aparecida A. Preconceitos no cotidiano escolar ensino e medicalizao. So Paulo: Monografias Cortez, 1996.
DERVAL, J. Crescer e Pensar: a construo do conhecimento na escola. Porto Alegre: TCC Artes Mdicas, 1998.

About the Author:
School must pertain to students reality, and Luiz Gustavo is a writer at Importncia da Monografia de escola para o aluno , a Brazilian writing and composition educational institution. Monografias desenvolvidas para o contato do aluno com a escola



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