Cultura escolar regulatória: análise eliasiana de práticas docentes para o autocontrole discente

Abstract

As an institution, the school has its own culture acting directly on the social and academic formation of individuals. In this educational process, all the actions of the school environment intuit the standardization of thoughts and behaviors, making individuals socially functional. Being the regulatory character implicit in the school culture, the professionals who work in this environment emit planned, intentional actions; however, some practices are so repeated that they become naturalized or automated to the point that they are not reflected or questioned about their implications for the formation of others. Thus, besides the importance of asking and reflecting on these pedagogical practices, it is crucial to understand that they are not isolated, but connected in a network of interdependencies and permeated by the power games that constitute social relations. In this sense, this research proposes to analyze the teaching regulatory practices that incite a student behavioral pattern in the light of Norbert Elias Configurational Sociology. Thus, we will deal with the regulatory school culture, highlighting the power of teaching actions, their procedural and contextual logic. To this end, we outline the following specific objectives: discuss interdependence and power games in teaching regulatory practices; characterize the regulatory character of school culture; make explicit the role of regulatory practices in learning self-control. The analytical categories previously established were: power games, interdependence and self-control. Besides them, some concepts dear to the field of Cultural Studies of Education (ECE) were also essential for the construction of this dialogue, such as culture, education, body, representation/ identity. Considering that for both the field of ECE and Configurational Sociology, each context, group, society or figuration has its own characteristics, we chose the case study (YIN, 2001) as a methodological strategy. The research took place in a kindergarten and elementary school of the João Pessoa Municipal Network, in which direct observations and thematic interviews (ALBERTI, 2005) were made with three teachers: one from preschool, the second from third year and the last of the fifth year. Each was observed and followed for a month in the daily routine of their classes. We performed a triangulation (YIN, 2005; FLICK, 2009) of the empirical material produced, which made it possible to analyze the object from various perspectives. The Configurational Analysis allowed us to understand that the teaching action cannot be explained in isolation, but in an interdependent and procedural way; we explain the social function of teaching regulatory practices in the learning of student self-control. We also identified that teachers regulate students so that they are as they represent themselves, that is, they look or fit a model that is associated with their identities.