Dimensão subjetiva da desigualdade social e sua expressão no processo de escolarização e o trabalho docente

Abstract

This research investigated the subjective dimension of social inequality and its expression in the schooling process and in the teaching work, through the meanings of two teachers (both doctoral students at the University of São Paulo, from low-income families) about education in a structurally unequal society that reproduces, in its daily life, various forms of structural violence. As a "synthesis of multiple determinations", social inequality is a complex phenomenon that, in addition to its material concreteness, has an existential, moral, and political concreteness that manifests itself objectively and subjectively in the concrete lives of individuals. A subjective dimension that allows us to analyze this phenomenon, recognizing that the presence of individuals and their subjectivities are a constitutive part of it. In this sense, the interviews carried out with the teachers, one of them a teacher in the private school system and the other in the public system, were guided by the conversation process and carried out through virtual meeting platforms, and revolved around the life history and school and professional experience of these teachers. Based on the theoretical and methodological assumptions of Historical and Dialectical Materialism that underlie the Historical-Cultural perspective, the procedure for the construction of "Núcleos de Significação", proposed by Aguiar and Ozella (2006/2013), in the context of Socio-Historical Psychology, was used to analyze the teachers' speaks, seeking the elements of signification (senses and meanings) of the teachers about their school and professional trajectory, recognizing the crossing of social inequalities. Considering that the objective mechanisms that determine and sustain the class relations consolidated by dominant ideologies reverberate in the field of education, we sought to demystify the ideology of merit, success, success, among other terms used to categorize individuals based on the habitus of class and which constitute the function of hiding the social (re)production of inequality. The understanding of the meanings expressed by/in the speech of the teachers participating in the research allowed to broaden the understanding of social inequality, whose studies carried out by various areas of knowledge still maintain a hegemonic focus in their objective expressions. The analysis of the set of meanings of the participating teachers allows us to conclude that both participating teachers are involved with studying and with knowledge and believe in the knowledge/teaching learned (at school and university) as an element that enhances them and allows them to search for greater possibilities for their lives, even recognizing the difficulties and impediments produced by a society and education marked by inequality. Thus, the subjective dimension of social inequality reveals a dynamic of antagonistic forces existing between individual-society that is characterized by conflicts, contradictions and tensions experienced in the social context. That is, living in situatio...