The right to education and daily life school: dimensions of conceived, lived and conceived

Abstract

The focus of this paper emerges from the concerns that pervade the daily life of educational institutions, which are identified through emerging analytical categories of research that have as their empirical corpus the narratives of teachers and students at the elementary and secondary school level. This paper attempts to interpret the echoes of the words of teachers and students and indirectly refers to the fact that mandatory school attendance produces a social configuration that changes the directions of the modern school project, affecting pedagogical relationship and school cultures. The paper analyses the fabric of the relations regarding the paradox of the “right to education and compulsory schooling” and dialogues with the evidence of changing processes in schools. It contextualises human rights and the right to education in dialogue with the concepts of social configuration and interdependent relationships contained in the theory about the civilising process developed by Norbert Elias. The ideas of Michel de Certeau and Roger Chartier are also used to contribute to the discussion regarding concepts of strategy and tactics, respectively, as well as in terms of social representation.