Conselho de classe na escola : espaço de relações de poder e de estigmatização docente e discente

Abstract

The study Class council in school: space of relations of power and stigmatization of teacher and student has as general objective to understand the CC (class council) as pedagogical discursive genre of power relations and teacher reflection from the mediation of language. This is a qualitative study, configured by the case study (LÜDKE and ANDRÉ, 1986) around CC carried out in a public school in the interior of the state of Goiás, where thirty-eight teachers work, approximately 7 temporary, 16 representatives of the administrative staff and about 738 students. Participants contributed in two ways; in the first moment, I opted for the observation with field notes and audio recording of three CC meetings, always held at the end of the two-month periods, each lasting approximately 2 hours and a half. In addition, semistructured interviews were carried out with 4 teachers, 3 temporary and 1 effective. The data generated were analyzed from the angle of the LAC (Critical Applied Linguistics), in order to discover the proximity between language practices and pedagogical practices, both inherent in the production of power relations. With the support of this theory, the assumptions of Dalben (2004, 1992, 2010) and Foucault (2003, 2009, 2008, 1987), among others, I found the criteria of councils for the exclusive look of categorization of students by teachers, sometimes in a superficial way, presenting no prospects for a solution to pedagogical and learning problems, focusing on a division between good and bad students, denoting a practice of exclusion of these students, by setting some as bad and abnormal, based on social stigmatization ( GOFFMAN, 2004). In addition, councils present themselves as a space of hierarchical relations between teachers according to the place of speech they occupy in school, situated in a discursive order designed to define who can speak, about and how to speak; thus, there are effective teachers authorized to speak and temporaries silenced by virtue of the place of non-privileged speech. Other perceptible imbalances are the lack of inclusion of students and their families or those responsible for conducting the CC, which violates one of the principles of this pedagogical instrument of the school, which is to include all in the political decisions of the school environment. Ever so, the CC was necessary for the practice of teachers and the school, expanding the possibilities of reflection and the practice of teachers who can have in it the reaffirmation of their identities both collectively and mutually, resignifying themselves and teaching.