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| Author(s): |
Matheus dos Santos Barbosa da Silva
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Carlos. |
| Institution: | Universidade de São Paulo (USP). Instituto de Química de São Carlos (IQSC/BT) |
| Defense date: | 2024-07-19 |
| Examining board members: |
Ana Claudia Kasseboehmer;
Eduardo Donizeti Girotto;
Flávio Caetano da Silva;
Graciella Watanabe
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| Advisor: | Ana Claudia Kasseboehmer |
| Abstract | |
Identification with science is a process of recognizing oneself as a person interested in science and potentially aspiring to a future scientific career. This process is circumscribed by a set of social categories that delineate who recognizes themselves and is recognized as a person interested in science. The notion of science identity has been productively employed to explore the experiences of individuals from minority groups in relation to the natural sciences. However, few studies in this area have explored how the celebration of good science students can be a process mediated by institutional relationships based on school culture. This research aimed to contribute to this field by investigating how the process of celebrating good students in chemistry classes is rooted in institutional practices that vary between urban regions, specifically between the center and the periphery of a city in São Paulo state. With special attention to schools participating in São Paulos Programa de Ensino Integral (PEI), this study also investigated how the introduction of this pedagogical reform altered the meanings of a good science student in public schools. Focusing on inequalities and differences between urban schools, this study is based on the theoretical approach developed by Pierre Bourdieu and its main tools, with the purpose of comparatively exploring practices and discourses in chemistry classes, with a focus on the exercise of the symbolic power of classifying good science students among schools hierarchically positioned in the social field. To conduct this research, the principles of critical ethnography were used, employing various qualitative methods, including focus groups (N = 12) and semi-structured individual interviews with high school students (N = 11), interviews with chemistry teachers (N = 5), and school administrators (N = 3), and observations of chemistry classes and school routines (totaling 85.5 hours) across three public schools in São Paulo. The results of this study indicate that chemistry teaching is partially influenced by two interrelated dimensions of the school\'s institutional habitusthe school\'s reputation and the social profile of its students. Students in different schools tend to have unequal opportunities for learning and identification with chemistry. For instance, in peripheral schools, students are seen as having deficiencies in science learning and are required to minimally participate in chemistry classes with low cognitively demanding activities, while students in the city center school are taught under a prevailing culture focused on academic achievements, intense competition, and individualism. The aforementioned factors largely shaped chemistry teaching and the celebration of good students in the three public schools investigated. (AU) | |
| FAPESP's process: | 19/22340-4 - Study of the contribution of chemistry museum exhibitions to visitors motivation towards scientific researches |
| Grantee: | Matheus dos Santos Barbosa da Silva |
| Support Opportunities: | Scholarships in Brazil - Doctorate (Direct) |