The relationship with knowledge in the context of school mobilization: Students from São Carlos-SP

Abstract

This article presents an excerpt, from a broader research that was focused on understanding the relationship with school knowledge that young students presented during the context of student school occupation, on the occasion of the “School Reorganization” proposal of the state of São Paulo in 2015. Starting from a qualitative methodology, and using two data collection instruments - interview and textual production. In this work, the interpretation of interviews carried out with two high school students from two state schools in the city of São Carlos who were involved in this occupation is known because they are contrary to that government policy. The result led us to affirm that these two young students involved in the occupation were mobilized by school knowledge, since the dimensions: 'social, identity and epistemic', which make up Bernard Charlot's theory, were identified in the students' speeches/writings. Therefore, in the case of the 'social dimension of knowledge', the aspects identified are those that are related to the school space, their socializations, their political views and, the notion of collectivity they express, their understanding of the importance of the family and the relationship itself teacher Student. The ‘epistemic dimension with knowledge’, the particularities associated with it, are those that have to do with the pedagogical aspects, the very activity carried out by the young person and his most diverse learnings. Finally, the elements that characterize the ‘identity dimension with knowledge’ are related to your expectations of the future, as well as your understandings of self-image and understanding that characterize your personal tastes.