School and its social environment: approximations and evidences

Abstract

Since the Human Capital Theory, the main policies to combat poverty and social inequality see education as an important factor. Nevertheless, educational institutions cannot be assumed as capable of solving issues originated outside, as observed from the Coleman report (1966), from which is evident that external factors influence students' performance. Visage that has being studied based on aspects related to the educational institution, its neighborhood and the relationship between them. Biased by the interaction between the social reality in different schools and the educational quality, the current proposal results from the doctorate studies conducted at FE-Unicamp, and funded by FAPESP, which sought to clarify aspects in the school-neighborhood relationship pointed out by the subjects as influencing student's performance; as well as the growing concern with possible actions for improving the work undertaken by schools, especially those related to learning, in dialogue with the public educational policies, focusing on evaluation. In this sense, this proposal seeks to deepen the investigation started in the doctoral work concerning the objective conditions of schools in developing their pedagogical work, either from the exploitation of the collected data as the development of new insights from participating of the research group in education at the Center for Metropolitan Studies, whose efforts encompass both outside as inside the school, especially the perceptions about learning from the faculty.