Exclusion and social conservation at school

dilemma and possibilities

Abstract

The article aims to analyze the school as a space for the reproduction of social conservation. This work seeks to understand the production of exclusionary practices within the institution that allow separating those who accept the imposition of their culture and official discourse. Based on qualitative research, carried out in the field study at the Escola Municipal Expedicionário Aquino de Araújo, eight interviews were produced with teachers who worked at the educational establishment during the coronavirus pandemic period. We raise the hypothesis that even though the school presents itself as a reference for the democratization of education through the adoption of students within it, we believe that school culture operates in a classificatory and selective logic, as a strategic way of guaranteeing social reproduction by its heirs. Based on the narratives produced by teachers, we believe in the possibility of understanding professorial jurisprudence based on representations regarding failure as a form of student exclusion and the imposing meaning of evaluations, which control student bodies through fear.