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| Author(s): |
Débora Cristina Piotto
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Instituto de Psicologia (IP/SBD) |
| Defense date: | 2002-05-23 |
| Examining board members: |
Maria Helena Souza Patto;
Marilia Pontes Esposito;
Maria Clotilde Therezinha Rossetti Ferreira
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| Advisor: | Maria Helena Souza Patto |
| Field of knowledge: | Humanities - Psychology |
| Indexed in: |
Banco de Dados Bibliográficos da USP-DEDALUS;
Index Psi Teses - IP/USP |
| Location: | Universidade de São Paulo. Biblioteca do Instituto de Psicologia; HT684; P662r |
| Abstract | |
The research has arisen from the following question: \"what are the repercussions on lower class children due to the increase of middle class students in public schools?\" In order to answer that question, we have carried out an ethnological study in a school in the city of Ribeirão Preto where this phenomena was evident. Not only observations (inside the classroom and in other areas in the school) were made, but also interviews with directors, advisers, teachers, parents and pupils. The results of the field research were stunning since they show that the relation between students from the middle class and the public school is much more complex than we would imagine. Due to economic problems, some families, which belong to the middle class, transfer their children from private schools to public ones. Some parents end up joining an APM (an association of parents and teachers) and the School Council so that they can \"control\" the public school in such a way that it does not affect their prestige. As parents are immersed in social prejudice against the poor, they want to exclude poor students once they are seen as the most threatening ones. However, the directors and the teaching faculty do not allow that to happen - they defend poor students as a way of opposing to parents in the fight for power. Having to face this opposition, parents normally give up taking part of school groups but, on the other hand, they put pressure on what teachers are doing. The children, immersed in this universe of conflict and prejudice, propagate discrimination in the relation with their colleagues. (AU) | |