Entre tramas e dramas do escolarizar-se: olhares sobre os processos de escolarização de trabalhadores em Nova Hartz (séc. XXI)

Abstract

This dissertation aims to discuss the processes of schooling among young workers in Nova Hartz, Rio Grande do Sul, guided by the experiences shared by these subjects in the twentyfirst century. To this end, the research draws on interviews conducted by the author with young workers from that locality, as well as on files collected from the city’s Child Protection Council. These files, consisting of Student Irregular Attendance Reports (FICAI) and records of services and referrals carried out by the city’s social assistance agencies, make it possible to highlight the complexities involved in the ambivalent dynamics of being or not being in the classroom. Within the pulse of these relations, moral conflicts and tensions emerge and are articulated, pointing to fluctuating values attributed to the senses and meanings produced around the act of schooling. Thus, the research relies on the notion of experience as developed by E.P. Thompson, together with Raymond Williams’s reflections on “structures of feeling,” to grasp how these subjects’ “definitions” of this process are constantly reassessed through and within the social environment in which they live, in the face of the contingencies presented by everyday life.