SciELO - Scientific Electronic Library Online

vol.11 número33Letramento e modos de ser letrado: discutindo a base teórico-metodológica de um estudoSubversão da exclusão escolar via mediação em atividade de produção textual índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados




Links relacionados


Revista Brasileira de Educação

versão impressa ISSN 1413-2478versão On-line ISSN 1809-449X


ARAUJO, Mairce da Silva  e  PEREZ, Carmen Lúcia Vidal. A game of light and shadows: the logic of action in school routine. Rev. Bras. Educ. [online]. 2006, vol.11, n.33, pp.461-469. ISSN 1809-449X.

Trying to bring to light the logic which characterizes action in school and with the objective of revealing the disciplinary mechanisms which are created, repeated and renewed in school practice, we connected a game children play during the break between lessons and a situation during teachers' council; these flashes suggested ways of reflecting on  the prohibition and  control exercised in the  school routine.  Historically, schools have used handwriting as a mechanism to "tame" bodies and souls; on the other hand, when they do not recognise the complexity of   the "deserving game", the school adopts and colligates disciplinary measures which produce subjectivity mechanisms. The action research which we have been developing with primary school teachers aims at investing in the formation of a collective researcher - the group. Thus, just like in a game of light and shadows, we have jointly promoted the reading and understanding of those situations from the inside out, which allowed us to reveal the existence of violence of school towards children, through the debate about violence in schools.

Palavras-chave : school routine; violence; discipline.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )


Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons