Important Facts Know In School Life

Everyday life is a category that interprets the complex, contradictory and historical relationship of subjects with social reality, identifying the relationships between subjectivity and sociality, which allow us to understand habitual practices and their meanings in specific concrete conditions.

Everyday life is a symbolic construction that allows us to penetrate the concrete processes of social production and reproduction, and thus know the particular ways of expressing ourselves in social life.

Daily school life refers to the set of practices constrained within the framework of an institutional structure that includes the actors who are involved in educational relationships, in a time and space dominated by hegemonic senses, but not subject to them.

Life at school is heterogeneous (the school day is repetitive, but unrepeatable) because the practices of the subjects of education are constantly renewed, have different meanings and are historical. The seamless order, yearned for by the dominant imaginary of the school, is interrupted by the condition of autonomy, characteristic of any institutional agent.

The study of daily school life does not consist of a detailed description of the visible events of the school day, but rather an understanding of an empirically inaccessible reality that is visible in routines and that is expressed in complex, contradictory processes of interaction. , of subjects crossed by power relations.

Revealing the processes of concealment of concrete mechanisms of exclusion and discrimination (always diverse) within schools, must be understood as part of an institutional totality that also includes practices oriented by alternative senses.

The study of daily life allows us to identify the practices that the hegemonic school imaginary does not know, denies, omits, because they are practices of breaking the order so jealously legitimized. In this sense, it facilitates the understanding of various strategies of the actors — students, teachers, parents, managers, ordinances — that include processes of negotiation and recognition of social reality.

It is obvious that the study of daily school life has a transforming potential that is hidden by the hardened layers of routine, but which breaks down in conflicts by releasing part of the tension that the social system itself produces.

Everyday life is a category that interprets the complex, contradictory and historical relationship of subjects with social reality, identifying the relationships between subjectivity and sociality, which allow us to understand habitual practices and their meanings in specific concrete conditions.

Everyday life is a symbolic construction that allows us to penetrate the concrete processes of social production and reproduction, and thus know the particular ways of expressing ourselves in social life.

Daily school life refers to the set of practices constrained within the framework of an institutional structure that includes the actors who are involved in educational relationships, in a time and space dominated by hegemonic senses, but not subject to them.

Life at school is heterogeneous (the school day is repetitive, but unrepeatable) because the practices of the subjects of education are constantly renewed, have different meanings and are historical. The seamless order, yearned for by the dominant imaginary of the school, is interrupted by the condition of autonomy, characteristic of any institutional agent.

The study of daily school life does not consist of a detailed description of the visible events of the school day, but rather an understanding of an empirically inaccessible reality that is visible in routines and that is expressed in complex, contradictory processes of interaction. , of subjects crossed by power relations.

Revealing the processes of concealment of concrete mechanisms of exclusion and discrimination (always diverse) within schools, must be understood as part of an institutional totality that also includes practices oriented by alternative senses.

The study of daily life allows us to identify the practices that the hegemonic school imaginary does not know, denies, omits, because they are practices of breaking the order so jealously legitimized. In this sense, it facilitates the understanding of various strategies of the actors — students, teachers, parents, managers, ordinances — that include processes of negotiation and recognition of social reality.

It is obvious that the study of daily school life has a transforming potential that is hidden by the hardened layers of routine, but which breaks down in conflicts by releasing part of the tension that the social system itself produces.

The traditional educational system was totally rigid. He treated all students as if they were the same and intended that they all complete their studies with the same knowledge. It expressly sought to homogenize. This is very problematic in a society that seeks to enhance individualities and requires each one to decide what to do with their life.

"We should have much greater flexibility at the school and teacher level to tailor teaching and learning to the situation of students, to what they need to find their passion," said Sahlberg.

Alec Patton, a doctor of philosophy from the University of Sheffield, UK, an education specialist and a middle school teacher in the United States, asked his students at High Tech High Chula Vista in San Diego what 21st century students needed. “They said that they had to be able to move around more in class, instead of sitting all the time, and that success is not determined by standardized tests, but through means such as learning presentations. They also discussed the importance of project-based teaching, which consists of learning about specific content in great depth, instead of covering many different topics more superficially, ”Patton said in dialogue with Infobae.

Another feature of that rigidity had to do with teaching sometimes very complex subjects like a closed package that cannot be discussed, almost like revealed truths. This is in flagrant contradiction with the inevitable relativism imposed by the information society, where innumerable different interpretations of each phenomenon can be found.

"Schools must teach students how to think critically, and that can only be done with a culture that encourages children to question authority," said Patton.

There are already institutions that operate with this unstructured logic, which adapts to the requirements of children. The Khan Laboratory School, founded by educator Sal Khan in California, is a good example. There are no courses separated by years, nor a teacher who stands in front of a class of seated students. These are the ones who decide - with certain limits, of course - what and how they want to learn, and the teachers are there to guide them in their training process.