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Cruzando conceitos. Ia 1 'O They think that we do not know anything, that we are unconscious. Minnie Bruce Pratt , "Identity: Bernice Lott, "A feminist critique of androgyny: Issues, Challenges and Opportunities.
Even extra-curricular activities are scarce according to the perception of most of them. Those who have an extra-curricular activity hip-hop dancing practice it by their own, with no help of a teacher. Hip-Hop dancing was developed by a teacher, when he left the year before students joined together and kept on practicing it.
They lack a socializing room, with music and games. The year before, the school closed up on of the rooms where they could be with each other.
Now it works as the teacher room. Besides the lack of socializing spaces, students complain about the overburden of their school schedule. Not only they have to stay at school for long periods, but also the periods to socialize with each other are getting further reduced. Some of the students stress that they have too much school subjects, many of which are useless for instance, Project Area, Guided Study, Civic Education, but even curricular subjects, as History.
One student mentions that: The relationship with the teachers is another issue of disappointment. They devalue their students.
One explains his school failure by the behaviour of the teachers: And other things. And the other teachers would say: Referring to a particular loved teacher, one student says: Nevertheless, they think and feel that most teachers do not care about them, either as students or as persons, who have their particular problems and feelings, their own important life experiences and knowledge.
As one of the student mentions: You are 16 years old. They think that we do not know anything, that we are unconscious. In addition they have the perception that teachers think that they do not care about school and studies and that they only want to play and not to learn. Nevertheless, they fight the negative image that they feel that teachers try to impose on them.
Although most of them have a history of school failure, they do not recognize themselves as failure. However, they see themselves as able of doing otherwise, of changing their position in what concerns school learning. As one of the student explains: But I will make it. I know that I will make it. Why should I give up? Final considerations Western societies are suffering great changes and what worked for the older generations do not work for the youth nowadays. Even patterns of socialization has changed and ways of relating Head, ; Perret-Clermont, As Perret-Clermont explains: Families and school systems, professional training and division of labour, and even boundaries of ethnic and religious group are undergoing important changes.
These changes affect both the conditions in which young people live and their access to the experience of former generations, as well as their understanding of its relevance for the present. The historical and cultural circumstances invalidate certain social modes of functioning, foster new ones, and modify the general scenery in which young people discover themselves sources of agency p.
Participants of the study do not engage with school and do not believe it can play an important part in their living. They have lost thrust in school; they do not believe that it will provide them with the tools to deal with an increasingly complex world.
Not only schools subjects knowledge and competencies do not transfer to their daily life and hence the feeling of uselessness , but also the kind of relationship they develop with most teachers as well as their classroom practices do not provide a solid support in their task of constructing meaning of life experiences.
They can develop this task by interacting, sharing and negotiating meanings, namely with teachers-as-adults, or trough the appropriation of transversal competences and relevant knowledge. Within this task, reflective competencies play an important role: Young people also need to be explicitly encouraged to reflect upon such learning opportunities, a necessary step for experience to become learning: Perret-Clermont, , p. Most students recognize themselves as valid students, who are able to learn and to study if they want to and to live successfully their lives.
Besides, they recognize themselves as persons, with valid experience and knowledge, with feelings and values. They attach importance to life experience, much more than to the protected and unnatural school experience. Conversely, they think most teachers have a narrow image of them-only-as- students, and a devalued one: Also, students think that teachers perceive themselves as having the subject knowledge that will help students become someone in life.
But students are willing to develop tools that will allow them managing life experience. School with its body of de-contextualized and no-transferable knowledge can not provide students with what they need and with what they are looking for — knowledge that will help them living their own lives, in high complex and ever-changing contexts.
The young will learn to take responsibilities in an autonomous, skilful, and socialized way only if given flexible and safe opportunities to negotiate step by step, and with the necessary support, their advancement in participation, reflection, and accountability.
This implies … a space for discourse, debate, decision making, and feedback from outer reality. Class, gender, hetero sexuality and schooling: British Journal of Sociology of Education, 28 2 , Archer, L. Sociology, 41 2 , Barreto, A. Portugal na periferia do centro: Barroso, J. In In D. Rodrigues Ed. Porto Editora. Cruzando conceitos.
CNE Flores-Crespo, P. International Journal of Educational Development, 27, Gee, J. Jenkins e C. Kramer , "Small group processes: Generations of Feminist Scholarship New York: Teachers College, Columbia University Press , Basil Blackwell , Borker , "A cultural aproach to male-female miscommunication", IN J.
Gumperz org , Language and Social identity, Cambridge: Cambridge University Press , , pp. Deborah Jones , "Gossip: Pergamon Press , , pp. Donna Haraway, "A Manifesto for cyborgs: Feminism, Theory, Politics, New York: Routledge , , pp.
Donna Haraway, "Situated knowledges: Kelso , "Gender differences in graffiti: Stanford University Press , Jose, F. Giles, W. Smith orgs , Language: Social and Psychological Perspectives New York: The University of Chicago Press , Gayatri C.
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Jane Flax, Thinking Fragments: University of California Press , Judith Butler , Gender Trouble: Feminism and the Subversion of Identity, New York: Routledge , , p. Warfel , "Gender schema and perceptions of speech style", IN Communication Monographs 51 , , pp.
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