Fondée sur une enquête de terrain menée dans des villages jàa du sud ouest du Burkina Faso, cette thèse s'attache à définir l'éligibilité au regard des deux formes socio-spatiales que sont la maison et la route. La maison se présente comme un espace de rivalités, qui ont été provoquées par l'émergence d'un nouveau lieu de pouvoir. Elle témoigne de la création de liens de parenté originaux, mais elle matérialise également l'existence d'une double métamorphose de la virilité dans la société jàa. Cette double métamorphose se caractérise par l'établissement de relations « érotiques » entre les sexes et par la monétarisation de la virilité guerrière. La route, forme socio-spatiale complémentaire et antagonique à la maison, est le lieu à l'origine de ces transformations. Elle incarne le désordre dans la production des hiérarchies politiques : elle figure la propension des candidats aux élections à semer rituellement le chaos lors des meetings politiques et elle est le site depuis lequel s'introduit la déstabilisation du pouvoir. Elle éclaire, en cela, la chute de Blaise Compaoré en octobre 2014. Elle concrétise, plus largement, l'arrivée perçue comme menaçante de migrants Mossi dans les villages et le rôle de l'itinérance dans la révolution des hiérarchies politiques et initiatiques dans la société jàa. La maison et la route composent ainsi une dyade, permettant de décrire, selon une perspective topographique, les transformations des hiérarchies politiques dans une société ouest-africaine. Or, pour concevoir le caractère cadastrable des hiérarchies politiques, il faut situer, au centre de la relation des hommes au territoire, la médiation des croyances et des pratiques religieuses, plutôt que d'envisager une infrastructure économique au pouvoir. / Grounded on a field survey in jàa villages, located in South West Burkina Faso, this thesis aims at defining eligibility from the standing of two socio-spatial forms: the house and the road. The house appears to be a space of rivalries, which have been provoked by the creation of a new centre of power. It highlights the reform of kinship, but it also materializes the double metamorphose of virility in jàa society. This double metamorphose is characterized by the establishment of "erotic" relationships between men and women and by the monetarization of war virility. The road, a complementary and antagonistic socio-spatial form to the house, is the place which gives rise to these changes. It represents the disorder in the political hierarchies production process: it indicates the propensity of local election candidates to ritually create chaos during political meetings and it is the site from which the destabilization of power is introduced. As such, it informs of Blaise Compaoré's fall in October 2014. More broadly, it materializes the intrusion, seen as threatening, of Mossi migrants in villages and the role of roaming in the revolution of political and initiatory hierarchies. Thus, the house and the road compose a dyad, which allows to describe the transformations of political hierarchies in a West African society, following a topographic perspective. Yet, to design the geographical dimension of political hierarchies, it requires placing the mediation of religious beliefs and practices in the centre of the relations between humans and the territory, instead of considering an economical infrastructure of politics.

This study explores from the perspective of deaf persons, how the identity of deaf persons is shaped by their educational experiences. Previous studies on identity by Erickson (1984) and Leigh (2001) on deaf persons have located identity within either the medical model, as a discourse of assimilation, or within the reactive social model, as a discourse of human rights. It is argued that the ‘first wave of deaf identity politics’ (Wrigley, 1996) of the medical and social model binary are sites of oppression and resistance. This binary provides both an insufficient and a static explanation of deaf identity as a victim is increasingly at odds with the lives of deaf persons in a post-modern ontology. Subsequently, this study engages in exploring the post-modern driven ‘second wave of identity politics’ and proposes a bi-cultural Dialogue model that recognises and explores, through cross-cultural exploration, the complexity and fluid construction of a DeaF identity. Later, the contributions of Bat-Chava (2000); Glickman (1993) and Ohna (2006) towards deaf identity are discussed within the post-modern educational framework. This ethnographic study explores the identity development of nine deaf participants through their narratives. The inclusion of the researcher as a DeaF participant in this study provides an auto-ethnographic gateway into exploring the lives of deaf/Deaf/bi-bi DeaF persons. The themes of ‘significant moments’; ‘connections at home and school’ and ‘deaf identity development’ were investigated. This study investigated the educational experiences of both deaf learners who attended regular mainstream schools and also deaf learners who attended schools for the Deaf. The findings suggest that deaf identity is not a static concept, but a complex ongoing quest for belonging and acceptance of being deaf through ‘finding ones voice’ in a hearing dominant society. This study challenges educators, parents and researchers through using dialogue and narrative tools to broaden their understanding of deaf identity and the dignity associated with being a deaf person.

This thesis is concerned with the experience of aphasia in Khayelitsha, a township on the outskirts of Cape Town characterised by poverty, violence, limited resources and a culture and language that differs from the setting of most speech and language services in South Africa. It is based on three years of intermittent fieldwork that entailed participant observation of the everyday life of five adults living with aphasia and interviews with participants, kin and healthcare workers in various settings. Grounded in sociocultural theory, this thesis has aimed to provide an ethnographic account of cultural frameworks of interpretation of communication impairment following stroke and of the daily reality of life for adults living with aphasia in this setting. An exploration of causal notions in this setting provided interesting commentary on social and cultural processes and how people, caught up in these processes, search for meaning and for cure. Participants entertained plural notions of causation of aphasia and explored numerous therapeutic avenues. The wide variation in causal notions included biomedical causes, social and behavioural determinants, and the influences of supernatural powers, such as witches and ancestors. Similarly participants experienced aphasia through multiple healing systems, including traditional, biomedical and religious therapy options. All however seemed to be ambiguous sources of help. Whilst encounters with the health system presented serious challenges to participants, traditional and religious avenues for help were obscured by a burgeoning and not always ethical open market offering miracle cures. An articulation of the circumstances of this group of adults provided further commentary on the influence of the social context on aphasia. In a context where sociopolitical processes have had a disintegrating effect on social cohesion, questions of support, care and security were of primary concern. Prejudices towards the elderly and women were more acutely felt and vulnerability, isolation, insecurity and fluidity of circumstance emerged as overarching themes. The central argument in this thesis is that the genesis of these experiences can be found in contextual factors in Khayelitsha, such as poverty, inequality, urbanisation and changing cultural paradigms. These emerging themes highlight the disjunctions between the medical alignment of the discipline of speech language therapy in South Africa and the capacity for socially-engaged practice. They also highlight the socio-cultural complexity of the experience of aphasia, specifically the influences of culture and poverty. There is thus theoretical and clinical relevance in using anthropological objectives to explore the world of the adult living with aphasia and the interface between context and service provision. Interventions and healthcare communications that will make a meaningful difference to adults with aphasia in a setting such as Khayelitsha are proposed.

The study examinesthe variety of interaction and motivation practices to participate in the sharing initiative as well as pinpointing key elements of member-driven organization functioning;in the case of Stockholm Makerspace– a community of non-professional makers.  The Current scholarship on sharing is mostly focused on the large-scale platform businesses in a North American context, thus evidence from grassroots small-scale initiatives is lacking. This paper aims to fill this gap by providing the empirically grounded sociological study of the operation of sharing initiative in Sweden. Data including 1) 11 in-depth interviews conducted with active members of the community and experts, 2) ethnographic observation in situations of planned workshops and everyday life of the Makerspace, 3) systematic online observation (in the role of observer as participant) (Gold, 1958). Therefore, this study employs mixed ethnography and digital methodology – studying sharing economy communities both online and in situto provide a ‘thick’ description of community building. The results revealed that members of the Stockholm Makerspace, acted as prosumers, and attempted to benefit not only from the community understudy, but also contributed to the societal development at large, by creating a public good. Shared access to tools and common “know-how” democratized production of knowledge and its spreading, thus contributing to informal learning, which complemented formal education institutions. The main incentives of sharing, vocalized by participants in the study were open-ended socializing and community commitment, as well as self-expression and belonging.

O objetivo desta pesquisa é compreender como alunos constroem ativamente estratégias de visibilidades e invisibilidades no cotidiano de sala de aula frente ao olhar do professor, buscando entender como essas estratégias marcam suas trajetórias escolares e quais sentidos representam no tornar-se aluno. Para tanto, foi importante um olhar mais atento às práticas escolares, nitidamente marcadas por gênero e raça, e aos seus efeitos no rendimento escolar. A pesquisa com enfoque etnográfico foi realizada em uma escola pública do Município de São Paulo e contou com observações do espaço escolar, tendo como foco uma sala de aula de quarto ano do ensino fundamental, e entrevistas semi-estruturadas com a professora e alunos da turma investigada. De forma implícita, esse estudo vincula estratégias de visibilidade ou não a desempenho escolar e, portanto, traz questionamentos acerca da efetiva aquisição de conhecimento. / The objective of this research is to comprehend how students actively build strategies of visibility and invisibility in a school daily basis in relation to the teachers perception. It is an attempt to understand how these strategies influence students school trajectories and the role they represent at the becoming a student progress. It was important thus to have an attentive look at schooling practices, clearly marked by gender and race, and to their effects on school performance. The ethnographic research was developed at a public school in Sao Paulo. The observations were focused on a fourth grade classroom and there were semi-structured interviews with its teacher and students. Implicitly, this study relates strategies of (in)visibility and school performance. As a result, it brings some questions about the effective acquisition of knowledge.

No Brasil verifica-se um movimento de escolas que estão sendo chamadas alternativas. Essa pesquisa teve como objetivo descrever e caracterizar uma escola cadastrada no Mapeamento Coletivo de Educação Alternativa, plataforma virtual, na qual são encontradas tais instituições. Para tanto utilizou-se a abordagem qualitativa da etnografia em educação, com os instrumentos da observação participante, entrevista e análise documental. Na escola, os alunos são reconhecidos como educandos e os professores e funcionários como educadores. Foram realizadas 53 visitas, 15 entrevistas (duas gestoras, sete educadores, três educandos, dois funcionários e uma mãe) e análise documental do Regimento Escolar, Projeto Pedagógico e Carta de Princípios. Com fundamentação teórica em Gilles Deleuze, Félix Guattari e Michel Foucault, observa-se que na escola pesquisada há diferenças no plano molar, comparadas às escolas tradicionais: denominação dos educadores e educandos, divisão dos educandos por núcleos de aprendizagem (iniciação, consolidação, desenvolvimento), ensino por projetos, pesquisas, roteiros e oficinas, dispositivos de assembleias, grupos de responsabilidade e grupos de discussão, pautados em valores (autonomia, responsabilidade, afetividade, solidariedade e respeito), etc. No plano molecular, a disciplina e a vigilância permanecem. Poucos foram os momentos observados em que a aprendizagem inventiva aparece. Os membros da escola não a consideram alternativa, mas compreendem a educação de maneira coletiva, através das relações com a Comunidade de Aprendizagem. As práticas pedagógicas da escola, segundo as gestoras, precisam ser sempre discutidas com as instâncias formais de educação, pois há resoluções que impedem o pedagógico de acontecer, mas a escola segue seu Projeto Pedagógico, documento autorizado, que valida a concepção e prática escolar. Propõe-se pensar esse Movimento da Educação Alternativa como o momento em que teorias pedagógicas voltadas para a Nova Educação ou com princípios diferentes ao da pedagogia tradicional começam a ser aderidas por mais escolas e, assim, colocadas em prática. Por fim, convida-se a pensar em transformações educacionais não mais em termos pedagógicos, mas em termos relacionais que afirmem a diferença. / In Brazil, it\'s possible to see a movement of schools that are being called alternative. This research had an objective of describing and characterizing one school registered at the Alternative Education Collective Mapping, an online platform, where such institutions are found. For this, a qualitative approach of ethnography in education was used, with the tools of participative observation, interview and documentary analysis. In the school, the students are recognized as learners and the teachers and staff as educators. A total of 53 visits and 15 interviews (two school managers, seven educators, three learners, two staff members and one parent) were made, as well as a documentary analysis of the School Statute, Pedagogical Project and Principles Statement. With a theoretical foundation based on Gilles Deleuze, Félix Guattari and Michel Foucault, its observed that in the institution that was researched, there are differences in the molar level, when compared to the traditional schools: in the denomination of educators and learners, in the division of the learners by learning core (initiation, consolidation, development), in the use of projects, research, scripts and workshops for teaching, in the devices of assemblies, responsibility groups and discussion groups, based on values (autonomy, responsibility, affectivity, solidarity and respect), etc. In the molecular level, discipline and vigilance remain. There were few moments where inventive learning appeared. The school members don\'t consider it alternative, but understand education in a collective manner, through the relationships with the Learning Community. The pedagogical practices of the school, according to the school managers, need to be discussed always with the formal instances of education, since there are resolutions that prevent the pedagogical from happening, but the school follows its Pedagogical Project, an authorized document, that validates the school conception and practice. It is proposed to think this Alternative Education Movement as the moment in which pedagogical theories focused on the New Education, or with principles that differ from the traditional education principles, start to be embraced by more schools, and therefore put into practice. Finally, an invitation is proposed to think about educational transformations no longer in pedagogical terms, but in relational terms that affirm the difference.

Esta tese inscreve-se no âmbito das pesquisas sobre os saberes docentes, considerando o trabalho como o contexto em que ocorre a mobilização e a constituição destes saberes, com base nas experiências de formação e atuação profissional. Trata-se de uma investigação sobre os saberes presentes na atividade docente desenvolvida durante a alfabetização, etapa da educação básica em que têm ocorrido os maiores índices de fracasso escolar. A pesquisa busca compreender os processos de apropriação/objetivação e criação de saberes na prática pedagógica de uma alfabetizadora por meio de uma abordagem etnográfica que se utiliza de observação participante, entrevistas, análise documental e fotografias. Que saberes são mobilizados pela professora durante seu trabalho com as crianças? Que elementos contribuem ou influenciam na constituição dos saberes da professora? Como ela lida com situações que a defrontam com o não-saber? Procurando responder estas perguntas, a pesquisa mostra que há duas dimensões importantes na constituição desses saberes. Uma dimensão histórico/dialógica que evidencia como os saberes são apropriados e objetivados ao longo da história de formação e de atuação profissional, por meio de diálogo com: a) as diferentes experiências vividas pela docente; b) as formadoras e parceiras profissionais com quem a professora tem a oportunidade de estabelecer trocas; c) as crianças com as quais trabalha; d) os materiais teóricos e pedagógicos consultados na preparação das aulas. Ouvindo as solicitações, necessidades e possibilidades de seus alunos a professora vai dando sentido à tarefa de ensinar a ler e a escrever a todos eles. A segunda dimensão dos saberes docentes é a dimensão criadora, pois mesmo submetida às determinações de um trabalho realizado no cotidiano, este não se caracteriza apenas como reprodução. Ao contrário, diante dos desafios postos pela tarefa de alfabetizar, a professora reorganiza o que sabe, busca novos conhecimentos, usa diferentes recursos para criar formas distintas de intervenção no processo pedagógico. Identifica-se tal dimensão nos seguintes aspectos: na condução do trabalho em sala da aula, no atendimento à diversidade no processo de aprendizagem e no trabalho com os conteúdos relacionados à alfabetização. Por fim, a pesquisa aponta a ênfase dada pelas políticas públicas à formação de professores com programas que se superpõem e que atendem aos diferentes segmentos profissionais em projetos distintos. Além disso, os investimentos na formação não são articulados com as necessárias melhorias das condições objetivas de trabalho nas escolas, evidenciando como, na escola investigada, a precariedade destas condições dificulta as possibilidades de desenvolvimento de um trabalho coletivo, capaz de oferecer um ensino de melhor qualidade às crianças de periferia urbana para quem a escola é a principal fonte de acesso ao conhecimento sistematizado. / This thesis’ scope is that of researches on teaching knowledge, regarding work as the context in which the mobilization and construction of this knowledge takes place, based on experiences of academic development and professional performance. It is an investigation of knowledge present in teaching activity acquired during literacy instruction, the stage on basic education most vulnerable to student’s academic failure. The research seeks to understand the appropriation/objectification processes and the creation of knowledge into the teacher’s practice through an ethnographical approach, which is applied in participatory observation, interviews, document’s analysis and pictures. Which knowledge is mobilized by the teacher during her work with the children? Which elements contribute or influence the construction of teacher knowledge? How does she act with the absence of knowledge? Trying to answer these questions, the research presents two important dimensions into the construction of knowledge. A historical/dialogical dimension that highlights how knowledge is appropriated and objectified along the development history and professional performance, by means of dialogue with: a) the different experiences lived by the educator; b) professional partners with whom the teacher has the opportunity of establishing exchanges; c) the children with whom she works; d) the theoretical and pedagogical materials used up in class preparation. As the teacher listens the solicitations, needs and possibilities of her students, she gives meaning to the teaching task of reading and writing. The second dimension of teaching knowledge to be considered is it’s creative dimension. Even submitted to the limitation of daily work this activity can not be characterized as reproductive. On the contrary, as she faces the challenges of the literacy teaching task, the teacher reorganizes what she knows, searches new knowledge and uses different resources to create different forms of intervention into the pedagogical process. Such dimension can be identified by the following aspects: classroom management, diversity attendance at the process and activities related to literacy teaching. Finally, the research points to the emphasis given by public policies to teachers' development which tends to occur at superposed programs, which attend different professional segments in distinct projects. Moreover, the investments on teacher’s development are not articulated with the necessary improvements to the work’s objective conditions at schools, evidencing how, at the investigated school, the precariousness of these conditions impede the possibilities of a collective work development, able to offer a better teaching quality to suburban children to whom school is the main source of access to systematized knowledge.

O presente trabalho propõe um estudo sobre as práticas de consumo dos moradores de uma região situada na periferia paulistana e busca compreender os impactos sociais que o acesso aos espaços e bens de consumo gera nos modos de vida do mundo popular. Partindo de um exercício etnográfico multi-situado, pretende-se mostrar o quanto o advento da financeirização, a partir da proliferação dos mecanismos de concessão de crédito, acarreta efeitos reestruturadores em suas práticas cotidianas, no gerenciamento do orçamento doméstico, nas hierarquias familiares, nas relações de sociabilidade e nos modos de subjetivação, engendrando reconfigurações substantivas no universo popular. / This work intents to be a study about the consumption habits of the habitants of a slum area in São Paulo and tries to comprehend the social effects generated in their lives by the access to the consumptions places and goods. The aim is to show, within a multi-sited ethnographic exercise, that the financial operations, through the diffusion of credit concession mechanisms, engender particular effects that restructure the daily habits, the domestic budget, the familiar hierarchies, the relations of sociability and the subjective manners.

Introdução: Na atualidade, o uso abusivo de drogas vem tomando dimensões preocupantes, configurando um importante problema de saúde pública. Dentre os aspectos responsáveis pelo agravamento da situação está o surgimento de novas substâncias, as quais vêm alterando as práticas de uso e potencializando seus danos. Dentre elas o derivado da pasta de coca, denominado popularmente de crack, destaca-se pelos prejuízos à saúde dos usuários e devido à associação crescente entre sua utilização e a prática de atos violentos e degradantes, especialmente difundida pelos meios de comunicação. Objetivos: Descrever os circuitos, compreender comportamentos, práticas e significados relacionados ao consumo de crack entre freqüentadores de locais de alta concentração de usuários e vendedores desta droga instalados na região central de duas capitais brasileiras: São Paulo/SP e Porto Alegre/RS. Metodologia: Foi realizado um estudo etnográfico, com observação participante e registro em diário de campo. Resultados: Nos resultados foram descritos os circuitos percorridos pelos usuários, concentrados em partes específicas da região central das duas cidades: Bairro da Luz/SP e nas imediações do Loteamento Santa Terezinha em Porto Alegre/RS, assim como suas dinâmicas, nas quais a concentração de pessoas em situação de rua e suas atividades rotineiras, principalmente em suas interrelações com representantes do poder público, como a polícia e instituições de assistência social, ganham destaque. O cotidiano desses locais caracteriza-se por relações tensas e freqüentes conflitos entre os diferentes atores participantes dos circuitos Pelas características dos contextos de pesquisa, a grande maioria dos usuários apresentava um padrão de uso compulsivo de drogas, especialmente de crack, no qual o auto-cuidado ou quaisquer outras atividades eram secundarizadas frente ao consumo frenético da droga. Apesar disto, identificou-se sujeitos que não apresentavam este padrão de uso, empregando diversas estratégias de autocontrole na administração da droga e também de sobrevivência. Conclusão: Aponta-se a importância de observar elementos como a história da região pesquisada, políticas públicas, questões econômicas e ausência de investimentos sociais e em saúde pública para a compreensão da instalação e permanência dos circuitos pesquisados. Sugere-se que o alto grau de degradação daquelas regiões não seria decorrência apenas das pessoas e atividades exercidas no local, mas principalmente do processo urbano que gerou tal quadro social. Além disso, aponta-se para uma estreita relação entre o contexto sócio-histórico-cultural dos sujeitos e seu padrão de uso de crack, indicando a existência de diferenças internas ao grupo estudado que caracterizam usuários com um mínimo de organização estrutural e ética daqueles para os quais a obtenção e consumo do crack adquire primazia frente às demais atividades e relações de seu cotidiano / Introduction: In current days, drug abuse has been acquiring alarming dimensions, configuring an important problem of public health. Among the factors which are responsible for the worsening of the situation is the appearance of new substances which have been altering the practices of use and potentiating its damages. Among these is the product of cocaine paste, popularly called crack, which characterizes by the harm to the users health and a growing association between its use and the practice of violent and degrading acts, which has been given a lot of attention by the media. Objectives: To describe the circuits, understand the behaviors, the practices and the meanings related to crack consumption among goers of places of high concentration of users and sellers of this drug, in the downtown area of two Brazilian capitals: São Paulo/SP and Porto Alegre/RS. Methodology: A qualitative-ethnographic study was undertaken, with participant observation and register in field journal, having these as a basis for data analysis. Results: In the results, the circuits taken by the users concentrated in specific parts of the central area of both cities were described: Bairro da Luz, in São Paulo, and the region between Rodovia Castelo Branco, Avenida Farrapos and Loteamento Santa Terezinha in Porto Alegre/RS. And also its dynamics: the concentration of people living in the street and their routine activities, specially their relations with state representatives (such as the police and social assistance institutions) are highlighted. The everyday routine of these places is characterized by tense relations and frequent conflicts among the different actors in interaction. According to the research context, most users presented a pattern of compulsive use, in which self-care or any other activities were in second place in relation to the frenetic drug use. However, some subjects who didnt present this use or dependency pattern were identified, employing several strategies of self-control in the use of the drug and also regarding survival. Conclusion: We point to the importance of observing factors such as the history of the researched region, public policies, economic issues, and the absence of social and public health investments for the understanding of the appearance and permanence of the researched circuits. We suggest that the high degree of degradation of those regions wouldnt be a consequence only of the people and activities performed in the place, but mostly, of the urban process that generated such social frame. We also point to a strict relation between the socio-cultural-historical context of the subjects and their crack consumption pattern, indicating the existence of internal differences in the studied group, which distinguishes users with a minimal degree of structural and ethical organization from those for whom the obtaining and consumption of crack acquires priority regarding any other activities or relations of their daily life

Essa dissertação é o resultado final de uma pesquisa que teve como pressuposto a necessidade de se investigar as dinâmicas e práticas escolares não se limitando apenas aos elementos presentes no interior da escola. Compreendese que o entendimento sobre a experiência social e os modos de vida dos jovens estudantes são elementos fundamentais para o desenvolvimento dos processos educativos. Adotase, como categoria analítica, as noções de jovem e juventude. Estas são relacionadas à categoria de experiência desenvolvida por Thompson (1981), entendida como um conceito articulador entre as dimensões estruturais e cotidianas da vida social. O trabalho se deu através de uma investigação etnográfica que tomou como aporte teórico as proposições da antropologia urbana. As categorias de cenário, mancha e trajeto desenvolvidas por Magnani (2000) foram operacionalizadas para o entendimento das relações que os jovens estabelecem entre a escola, as instituições locais, a vizinhança e espaços sociais da região. O foco inicial da investigação incidiu sobre jovens estudantes da Educação de Jovens e Adultos (EJA), tendo como campo empírico de pesquisa um equipamento público voltado ao atendimento desse segmento da população na periferia da cidade de São Paulo. Através da observação de campo foi possível definir dois tipos de grupos juvenis no interior da escola investigada: um grupo entre 15 e 18 anos nomeados jovens jovens e outro entre 18 e 26 anos nomeado como jovens adultos. A partir dessa constatação foi possível definir aspectos da circulação desses jovens pelo bairro, atividades no tempo livre e pertencimentos locais. Observouse uma significativa positivação das características locais e a elaboração de uma identidade juvenil que se processa pelo pertencimento à região definida segundo a categoria nativa quebrada. Uma certa substancialização pode ser observada através de um processo de inversão dos estigmas recorrentemente imputados aos moradores da periferia da cidade. Concomitantemente, observouse uma classificação nativa dicotômica estabelecendo distinções simbólicas entre a quebrada e os demais espaços da cidade. Constatouse, também, a presença do crime organizando referenciais simbólicos e códigos de condutas para alguns desses jovens. Foi possível traçar o perfil de quatro tipos de jovens que mantém uma maior ou menor aproximação com o mundo do crime embora todos vivam sob as injunções emanadas de seu interior. Dentro desse cenário a direção da escola investigada adota uma constante negociação com os atores locais articulando a prática educativa com os símbolos e códigos que organizam os modos de vida de parte desses jovens, garantindo o funcionamento da escola. / This dissertation is the final result of a survey which assumed the need of investigating both the dynamics and school practices that were not limited by the elements presented within the school. It is understood that the comprehension of the social experience and the lifestyles of young students are critical elements to the development of educational processes. Therefore, it has been adopted the notions of youth and the young as analytical categories. Those are related to the category of experience developed by Thompson (1981), thought as a concept which articulates the structural dimensions and everyday social life. The study comprises an ethnographic investigation which has taken propositions of urban anthropology as its theoretical basis. Also, the categories of scene, patch and route developed by Magnani (2000) were used in order to understand the relationships the youth establish among school, local institutions, neighborhood and social spaces of the region. Initially this research focused on young students at Youth and Adults Education (EJA) having its empirical field research as a public facility meant to serve this segment of the population in the outskirts of Sao Paulo. Through field observation it was possible to define two types of youth groups within the investigated school: one group whose age ranged between 15 and 18 years, named youngyoung and another, named as youngadults (aged between 18 and 26). From this evidence it was possible to define aspects of the movement of these young people in the district, recreational activities, locations and affiliations. It was observed a significant positivization of local characteristics and the making of a youth identity which is processed by belonging to the defined region according to the plot (quebrada) native category. Certain substantiation could be observed through a process of inversion of the repeatedly imputed stigmas to residents of the city\'s outskirts. At the same time, it was noticed a dichotomous native classification, setting symbolic distinctions between the plot and other areas of the city. It was noted the presence of the crime organizing symbolic references and codes of conduct for some of those young people as well. It was possible to draw a profile of four types of youth that holds a greater or lesser proximity to the world of crime although everybody lives under the orders emanating from its inner side. Within this scenario the investigated school board adopts a constant negotiation with local actors articulating educational practice with the symbols and codes that organize the lifestyles of some of these young people, ensuring the school run.