A etnografia vai à escola: o ensino remoto emergencial e a mobilização de capitais culturais pelos estudantes de uma escola estadual de Esperantinópolis/MA

Abstract

The research discusses the online teaching experience of a 2nd grade High School class in the city of Esperantinópolis-MA, from the students' point of view and the concept of cultural capital. As Pierre Bourdieu suggests, cultural capital refers to the ownership that agents have of symbolic goods, from dispositions to tastes used to express power in a given social environment. It is the volume of cultural capital managed by agents that allows us to observe and measure power relations that culminate in practices in different social spaces. So, we ask: In the terms of Pierre Bourdieu, would students be making use of cultural capital when interacting in digital environments during virtual classes? Have these students demonstrated the use of technological expertise to accompany Emergency Online Teaching? The problem emerged when we observed common sense discourses, which stated that remote teaching would further alienate a generation of young students from school that had not been interested in education for some time, since high school students, since face-to-face teaching, have shown that they do not “have any expectations for life” and remote teaching would reinforce this. The objectives were: to investigate the school experience of students in the 2nd grade of High School at Centro de Ensino João Almeida during emergency online teaching, with emphasis on the cultural capitals they use; analyze the students' social reality, as well as their relationships with remote teaching, and observe the practices adopted by students in the digital environments where classes were taught. Therefore, the research adopted a qualitative approach of a bibliographical, documental and netnographic nature. Also, the techniques used for data recording were participant observation of classes in digital environments and application of a questionnaire with the students. The theoretical foundations are based mainly on Bourdieu's works: Distinction: A Social Critique of the Judgment of Taste (1979); Education Writings (1999); The Disenchantment of the World (1993), among others, as well as commentators on the author's works. Authors from the field of Digital Information and Communication Technologies (DICT) in education and authors who deal with the central phenomena of modern life such as social relations in a networked society (LÉVY,1999; CASTELLS, 2002; PRENSKY, 2001, 2012; MISKOLCI, 2011; NASCIMENTO, 2016, ROMANCINI, 2010, among others) were consulted. The results indicate that despite the poor technical, structural and sanitary conditions in which students studied online, they mobilized a set of cultural capital incorporated both in remote classes and in face-to-face activities. This was made clear in the arguments used by the students to demand improvements in teachers' methodologies, in expertise for the use of technologies, in analytical capacity when categorizing between those who do well or not in remote classes, and also when analyzing the sociopolitical reality of Brazil at the time.