Abstract
Resumo O objetivo deste estudo é interpretar a reconstrução das identidades dos alunos do Colégio Estadual do Campo (CEC) Adélia Rossi Arnaldi, de Paranavaí-PR, oriundos do meio rural, diante das diversas socializações a que foram submetidos. O aporte teórico foi realizado a partir das contribuições de Pierre Bourdieu (1930-2002) dos conceitos de habitus, campo e da reprodução das condições sociais, e o entendimento de ideologia segundo Louis Althusser (1918-1990). Utilizamos nesta pesquisa depoimentos coletados por meio de entrevistas semiestruturadas e de narrativa, submetidas à análise do discurso de Michel Pêcheux (1938-1983). Constatamos neste estudo que a escola, mesmo sendo constituída como do campo, impõe aos alunos práticas carregadas de ideologia urbana, que são assimiladas por eles e reconstroem as identidades no convívio em família no espaço rural.
Highlights
In organizational studies, little attention has been paid to schools; they are examined almost exclusively through educational studies
Rural schools are instituted to preserve the identity of those who come from a rural environment as pointed out by the Curricular Guidelines for Rural Education in the State of Paraná (SEED, 2010)
This objective is in conflict with a space made up of individuals from the city as well as the country, as is the case of the Adélia Rossi Arnaldi State Rural High School (RHS) of Paranavaí, PR, the locale where we have developed this study
Summary
Little attention has been paid to schools; they are examined almost exclusively through educational studies. We can highlight studies produced in the United Kingdom, the United States, Australia, China and Brazil which study rural schools beyond their pedagogical aspects and deal with managerial issues of leadership, development, and regional and social movements (BAGLEY and HILLYARD, 2011; WILDY, SIGURÐARDÓTTIR and FAULKNER, 2014; KOO, MING and TSANG, 2014; GAGNON and MATTINGLY, 2016; ROBERTS and GREEN, 2013; TARLAU, 2013) These studies have portrayed a new form of organization which is constructed with objectives distinct from traditional schools and seeks to overcome the lack of education that exists in the rural population. This objective is in conflict with a space made up of individuals from the city as well as the country, as is the case of the Adélia Rossi Arnaldi State Rural High School (RHS) of Paranavaí, PR, the locale where we have developed this study
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