School success trajectories in working classes

Rupture or Conformism

Bibliographic Data

ID5866254
AuthorsDébora Cristina Piotto (0000-0002-9349-0218, Universidade de São Paulo)
Year2025
Volume41
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducar em Revista (JOURNAL)
Journal identifiersISSN: 0104-4060 • E-ISSN: 1984-0411
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1984-0411.95812-t
OpenAlexW4409909952
LanguageEN
References cited10

The construction of school success trajectories in working class environments is an important object of study in national and international scientific literature. One aspect found in many studies is the fact that success trajectories are generally understood from a point of view focused on the rupture or cultural shock resulting from the difference between the school and the family world, and the suffering stemming from such difference. However, some studies have discussed this understanding and indicated other possibilities for the relationship between these forms of socialization. Thus, this study aims to discuss the ways the relationship between family and school - or between the worlds of origin and destination - have been understood by studies that deal with school success in the working class. To do so, we will analyze contributions from contemporary international work on the subject, as well as the results of research conducted by us. Based on this theoretical and empirical body of work, we propose that there are other possibilities for the relationship between the school and family worlds than exclusive or necessarily rupture or conformism. The need to study the experience between different socializing contexts, such as school and family, as well as the possibility of exchange between them, is seen as fundamental to advancing the discussion on the study of school success in the working class

Mathematics education · Sociology · Education Systems and Policy · Parental Involvement in Education · Psychology

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Open DOIOpen Access