Schools And Socialization

The school, beyond the transmission knowing objectified of them, also influences in the processes of socialization of the child being a basic part of the social construction of the individual and with boardings to multidiscipline with thematic activities of adventure with on environment, culture, social, curricular activities, and social the school can contribute does not stop the development of the individual and fulfilling much more with the society and the construction of knowing. Although predominant, this way of socialization is not the first one that it occurs with the child, therefore, when entering the pertaining to school universe, it counts on a history of previous experiences that it lived deeply in the interior of the family, the group of friends or other institutions which make possible it the construction of its identity, that is, the child is carrying of one habitus constituted in the familiar socialization. In this direction, Lahire (1997, P. 17) observes that the mannering, cognitivos projects and of evaluation of the child if constitute in social relations, more necessarily, in the primary socialization, that one that, according to Bernstein (Apud SUNDAYS et al, 1985), occurs with the child in the familiar sphere and that, later, it will be occurred by the school and the work. In this process of socialization, distinct of the pertaining to school form, in which the writing if becomes indispensable, it takes advantage the practical orality and examples as form of transmission and cultural reproduction. This process of socialization, that if it generally initiates in the family, is continuous and encloses all the life, being able in some instances to be more or less harmonic or contradictory. The contact with other socializadoras agents and/or agencies makes with that the children incorporate other cultural elements that will extend its experience and new forms of perception of the social world will make possible it. . . For more information see David Kosoy.