Diversidade e conflitos escolares: uma fronteira em investigação

Abstract

The school has constituted itself as a geographic place of meeting confront among different individuals. Taking this assumption into consideration, lightness as well as opacity was investigated at the border between diversity and school conflicts. The question which motives the research is why is there a relation between diversity and conflicts at the school geographic place? The general objective is analyzing the relation between diversity and conflicts at the school geographic place, looking into the dynamics of this process through documents discourse of educational policies at a national and state scope as well as the discourse of those from EB.(Elementary School). The research consists of three methodological articulations: bibliographic, documental and empirical. The bibliographic research, under chapter 1st, stablished a dialogue among several researchers from Education and Geography areas, among others. The documental research, under chapter 2nd, analyzed documents of educational policies nationwide as well as of Santa Catarina state. The empirical research, under 3rd chapter, had the participation of students from Elementary School, newcomers to the graduation courses at UFFS-SC. The Discursive Textual Analysis by Moraes and Galliazzi was the methodology used for the reading and interpretation of graduates‟ discourses as well as for documents of education policies. The research generally confirms the hypothesis of the connection between diversity and conflicts at the school geographic place, especially, shown from graduates‟ discourses, parallel to the fading of this problem in the documents of education policies, and referring to the relevance of confronting the question raised, in the initial training as well as in the continuing teachers‟ education.