Sistemas de classificação e construção do comportamento desviante no campo escolar: uma análise das múltiplas dinâmicas de rotulação em uma escola da rede pública em Assunção-PB.

Abstract

The objective of our research is to analyze how the agents involved in the school field act in a way to construct classifications related to the performance and expectation of student performance, focusing the dynamics of labelling related to this variable, put in place by teachers, students and School managers. The theoretical perspective adopted is based on the Classification Theory, as formulated by Becker to explain the social constructions of deviant behavior; the contributions of Bourdieu on the school field as a space of struggles for social distinction; and the reflections on the social construction of the group of nodes and others, elaborated by Elias. In addition to the ethnography of a school in a public elementary school I, II and EJA of Asunção-Paraiba State, selected for the accessibility, we conducted structured interviews with a sample of subjects participating in that school, selecting them in order to contemplate the different strata which comprise it, as mentioned above. Among the main outputs of the work we point out the following ones: (1) The classification/labelling is put into practice based on pedagogical evaluation criteria, when considered teachers. The group of students classifies from criteria such as content domain, teacher didactics, clarity; (2) The Deviant behavior begins to be built in the familiar and is reproduced in the school environment, leading to two main paths: withdrawal and to the EJA, in the cases in which studentwho are negatively classified are not rescued by the school from their deviant careers; (3) Groups arise mainly from haituses’affinities, that is, common interests specific to the school field, specific to the in-school experience, and extracurricular activities that are acquired in other social fields; and (4) Labeling in the school field is always subtle at first, it is not an aspect of official pedagogical communication, just as deviant behavior is a strategy of resistance in the school context.