A escola como um dos pontos de negociação: uma análise a partir de um grupo de intervenientes da Escola secundária Graça Machel, Maputo

Abstract

The present paper examines social interaction in the school context. From the literature analysed on social interaction in the school context I have identified three perspectives. A The first looks at what happens in the classroom. The second looks at what happens in the The second one analyses what happens in the school and the third one analyses what happens inside and outside the school. If on the one hand this literature enables us to understand social interaction inside and outside school, on the other The second one analyses what happens in the classroom and the third one analyses what happens inside and outside the school. school. Given these limitations, I conducted ethnographic research among stakeholders (ESGM), from which I understood that there are three types of negotiation between the participants. three types of negotiation between participants. A first in which participants negotiate strategies for studying in groups and retaining subject matter. A second in which participants negotiate grades and class passage. And a third in which A third in which participants negotiate access to contexts in which practices they call "drenalin" occur. "drenaline". Unlike studies that examine interaction in school and out-of-school, and that describe the process of negotiation for pedagogical and extra-pedagogical outcomes, by revealing the existence of actors who negotiate access to contexts in which practices that they call "drenalina" occur, this project presents a hypothesis that broadens our understanding of the negotiation process in school contexts". (TRADUÇAO NOSSA)