O Colégio Técnico da Universidade Rural e a produção da qualidade de ensino: investigando características institucionais e familiares

Abstract

This study had as main objective to understand the relations among family, school and the production of quality teaching at CTUR (Colégio Técnico da Universidade Federal Rural do Rio de Janeiro), analyzing how the institutional characteristics exert an influence in the school success. In order to achieve this goal we studied data got out of a questionnaire given to students, parents and teachers. The objective of this information was to picture the sociographical profile of these educational actors that affect the academic performance of the students. For that reason, we worked specially with the theoretical base given by Pierre Bourdieu about the role of the family and the school in the production of quality teaching, starting from the point of view that in the school field there is a habitus, that is to say, an action apparatus which leads the educational actors. In this aspect, we tried to contextualize the school in the study, through a short retrospective of the technical education in Brazil and the beginning of CTUR with its present structure and organization. Among the questions presented, we emphasized: Is CTUR a school of prestige today? and how do family and school action interfere in the school trajectory of the students? We conclude that the school effect can be perceived through the most varied school actions, specially when the teachers consider reading habits as cultural capital which will be essential to reach school success.