School bureaucracy and reproduction of stigmas in the students and their families

Rosistolato, Rodrigo; Pires do Prado, Ana; Cerdeira, Diana Gomes da Silva

doi:10.1590/1980-6248-0112EN

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ARTICLES • Pro-Posições 34 • 2023 • https://doi.org/10.1590/1980-6248-0112EN copy

School bureaucracy and reproduction of stigmas in the students and their families ¹ 1 Responsible editor: Chantal Victória Medaets https://orcid.org/0000-0002-7834-3834 ² 2 Portuguese review, formatting, and preparation: Vera Lúcia Fator Gouvêa Bonilha verah.bonilha@gmail.com ³ 3 Funding: CNPq, processes 420596/2018-6 e 309632/2020-0; CAPES/ PROEX, process 0446/2021 ⁴ 4 English version: Viviane Ramos vivianeramos@gmail.com

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This article analyzes data from research with 23 managers of municipal schools in Rio de Janeiro that investigated the relationship between educational bureaucracy and families during their children's enrollment processes. In the in-depth interviews, we mapped managers’ perceptions of students and their families, partly oriented by individual and collective stigmas. We will describe the typology we proposed to interpret this set of stigmas, the application of the typology in the analysis of the interviews, and argue about the bureaucrats’ actions guided by these stigmas. Our results show that the bureaucratic actions tend to reproduce social inequalities of origin and produce new forms of inequality within schools.

Keywords
school; stigma; educational policies implementation; educational systems; reproduction of inequalities

Municipal Schools²⁰ 20 School names are fictional.	Total	Negative	Positive
Pedra Azul	22	16	6
Lápis Lazúli	22	18	4
Diamante	18	7	11
Âmbar	18	10	8
Azurita	14	5	9
Turmalina	11	8	3
Topázio	11	8	3
Jade	11	5	8
Esmeralda	10	4	6
Água Marinha	10	7	3
Citrino	10	7	3
Cristal	9	7	2
Rubi	9	6	3
Turquesa	9	6	3
Safira	7	6	1
Granada	7	3	4
Opala	7	5	2
Pedra do Sol	5	5	0
Alexandrita	5	1	4
Ágata	5	1	4
Ametista	4	2	2
Malaquita	1	1	0
Pérola	1	0	1

Category	Description	Perception about the families
High socioeconomic level and high expectations	Families that, according to managers, have better financial conditions than average, travel, and have more goods. They have a higher educational level, with higher education. Families with high expectations for their children's school trajectory, with no grade retention or drop-outs, in which higher education is seen as the end of their studies.	Desirable
Low socioeconomic level and/or low expectations	According to managers, these families are socially vulnerable, with no access to basic rights like sewage, housing, and transport. They are illiterate, semi-illiterate, with complete or incomplete middle school. "Broken families", with young parents and/or many children and/or lack of fathers and/or living with mother, step-father, and/or grandparents. Families with low expectations of their children’s school trajectories, middle and/or high school seen as the end of studies.	Undesirable
Active families in the schooling processes and/or school spaces	According to managers, these families choose their children's schools, shifts, and/or classes based on school prestige, management, teaching staff, students' profiles, infrastructure, performance indexes, location, access, and security. Families concerned with students’ learning and permanence, following school activities, are present in the school environment and close to managers and teachers. In this category are those known by the managers, among them former students, members of the community council, workers of the municipal education system, and families who reach out to other instances (such as politicians, religious organizations, NGOs, CRE, Prosecutor’s Office, Conselho Tutelar[22]) to guarantee school access.	Desirable / Undesirable
Inactive families in the schooling processes and/or school spaces	Families that, according to managers, choose their children's schools depending on the proximity to their houses. Unconcerned families or with little access to information, who do not keep a dialogue with the school, and who do not seek guidance or information to improve children's school life. Families who are not found by telephone, letters, or personally.	Undesirable

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Responsible editor: Chantal Victória Medaets https://orcid.org/0000-0002-7834-3834