A gestão educacional numa escola da periferia urbana de Santa Maria/RS: a infância em situação de vulnerabilidade social

Abstract

This paper proposes to identify and analyze the conceptions that teachers have about the early years in elementary school at a institution located in the west side of Santa Maria (RS) upon childhood in situation of social vulnerability, investigating its possible impact on educational management. The theoretical basis of this research is referenced by the contributions of Lück (2006) and Ferreira (2001) in the field of Educational Management, the studies of Aries (1981), Pinheiro (2006) and Corazza (2004) about the history of childhood and the broader concept of social vulnerability in which we highlight the ideas of Mosque & Sierra (2006). The methodological approach is qualitative which becomes into a case study that used as a tool for data collection, literature research and semi-structured interviews. The results show that the conceptions about children in situations of social vulnerability do not consider the relations established inside the school as factors of vulnerability. It was found that the concept of social vulnerability is associated to factors from outside the school, and the idyllic conception of childhood does not give it the status of citizenship in the present, but for a future that is responsibility of the school prepare for them. However, teachers do not give themselves the place of participation, and the management has not completely overcome the centralization and hierarchy in the model of school administration, nor the conceptions about children as objects of protection assistance, control, discipline or social repression, to replace it by the subject with rights who can build up itself at school environment from participatory management practices.