Vida escolar – o mapa da crise sob a perspectiva discente

Abstract

This dissertation is linked to the macro project "Orality and Citizenship Practices" (FAPEMIG - APQ-02405-09), enrolled in the Linguistics Research line and Language Teaching from PPG Linguistics – UFJF. The project's general objective is to investigate the crisis of linguistic and interactional practices in the school environment and it involves disssertative and thesis subprojects. This study uses, as an object, the perspective established by reports from students about school experiences ("Tell a case (good or bad) that happened to you or a colleague at school"). In order to achieve our research goals we chose, as the investigative setting, 21 public municipal schools in Juiz de Fora - MG, taking as subjects 454 students in the 9th grade of elementary school. The research was established as a Case Study and it applies mixed procedures - quantitative and qualitative - as an analytical method of the data. The core theoretical assumptions that guide our analysis come from Cognitive Linguistics (LAKOFF, 1987; LAKOFF & JOHNSON, 1999, 2002; FILLMORE, 1982; SALOMÃO, 1999, 2009; CROFT & CRUSE, 2004; MIRANDA, 2002, 2009) and specially from Frame Semantics (FILLMORE, 1979, 1982 & 2006) and from the project of lexical annotation FrameNet (www.framenet.icsi.berkeley.edu). From Social Sciences (FRIDMAN, 2000; ADELMAN, 2009; COSTA & VIEIRA, 2009), Moral Psychology (La Taille, 2006), Applied Linguistics, (FABRÍCIO, 2008; LOPES, 2008; RAJAGOPALAN, 2008), Genre Theory (DOLZ & SCHNEUWLY, 2004; BRÄKLING, 2010; BRONCKART, 2003) and from the ethical debate that rises in education (MIRANDA, 2005; LEME, 2009; TOGNETTA, 2003, 2008) comes the critical constructs for the interpretation of the data. Starting from the central analytical category - frame, our analysis is able to set the main conceptual scenes evoked by the students‟ stories and establish a network of hierarchical relations among frames. In these terms, the semantic analysis is outlined and it sets the map of the school life crisis viewed by the students. Four scenes hold the central focus: Indiscipline, Education_Teaching, Accident and Personal_Relationship. Within the Indiscipline macroframe, the subframe Hostile_Encounter is highlighted and is present in 72,2% of cases, covering different perspectives to the experiences of violence (physical, verbal, psychological, sexual and depredation). The classroom and the school are outlined as an area of values in crisis and conflicting experiences since 66,88% of the scenes disfavor or even prevent the teaching-learning process. However, the negative evaluation given by students about the scenes of violence which they themselves took part in marks the non-naturalization of conflict, showing that they still recognize ethical and moral principles. The search for some form of protagonism - positive or negative - is another important result and points to a way of rethinking the teaching practices. These findings suggest an equation between the required disciplinary contents and the value education in Brazilian schools.