SCHOOLS, DISCRIMINATION AND SCHOOL PERFORMANCE

• DOI: >

• Palavras-chave: Discrimination, school performance, school exclusion/inclusion.

• Keywords: Discrimination, school performance, school exclusion/inclusion.

• Abstract:

  The study sought to explore, based on everyday school life, the influence of discrimination against students on school performance and its relationship with the place of residence and the location of the school. It was carried out in two schools of the Municipal Public Network of Rio de Janeiro, one far away and the other in the interior of the slum, raising questions about the specificities of discrimination and common points in each of these school units. The official documents provided by the schools and by the SME show the disparity in the academic performance of their students in the cognitive (learning) and behavioral aspects. The representations (statements) of teachers, through interviews, and students, through essays and drawings, pointed to scenarios of discrimination present in the daily life of these two schools. The symbols contained in the language of these representations showed that students feel restricted in their freedom of expression, devalued and disrespected in their identities (BOURDIEU, 1989; HALL, 2004). The different manifestations of discrimination reveal that they are more forceful against students who live in the slum, contributing to low school performance and increasing school dropout and social exclusion, contrary to emancipatory and humanizing education (ADORNO, 1995; FREIRE, 1999). The in-depth knowledge of discrimination and its specificities in each school, as well as the improvement of working conditions and teacher's professional training are essential steps in the construction of any political-pedagogical project towards the realization of an education in tune with the real needs and desires of the students. our students.