THE CLASSROOM’S EVERY DAY INTO SCHOOLS

Abstract

This paper introduces some reflection on the rituals and routines accomplished into classroom’s every day in classes of 5th. And 8th. Grades (the first and the last years of the Fundamental School) in the Portuguese Language Subject in three schools of the State Public Teaching in Ponta Grossa City, Paraná State, in 2008, and it is part of a greater discussion accomplished in a dissertation called “A look at the reading practices in Portuguese Language in 5th. And 8th Grades. The curiosity about investigating what happens into the classrooms emerges from the feelings of the researcher regarding to the official evaluating results which reveal the low school content progress relating to the literacy reading and the high level of school evasion, mainly during the Fundamental Teaching level, according to the Brazilian Educational Development Index (IDEB/2008). The methodology used for the data collection was the qualitative ethnographic research. The authors which based upon the discussions about the cultural practices, the rituals and the quotidian routines in the classes were: Heller (1970), Bourdieu e Passeron (1975, 1984, 1992), MacLaren (1991), Certeau (1994, 1996), Freire (1996), and others. The research revealed that: a) the schools clientele is formed by a great economic and cultural diversity; b) the teaching and learning actions are homogenized and ritualized into the classrooms; c) the classrooms sustain practices focused in rituals and routines; d) the relationship promoted into the classrooms motivate competitions and resistance among teachers and students; e) teachers and students struggled one another, compounding agreements and negotiations trying to impose their own values, believes and habits.