THE SOCIAL FUNCTION OF THE SCHOOL: MEANINGS OF THE EXPERIENCES OF PHYSICS STUDENTS AT A PUBLIC UNIVERSITY IN ABC PAULISTA FROM THE SUPERVISED INTERNSHIP
Considering the historical processes involved in the changes attributed by society to the role of the school, as well as the role of the professional teacher within this institution, this research sought to understand the meanings attributed by undergraduate students in physics, in a supervised internship situation, to the social function of school. This is a research, based on authors from Social Pedagogy, Historical-Cultural Psychology and the Research Field in Teacher Training, which starts from a conception of the teacher as a critical-reflective professional, who develops his professionality permanently. For data collection, a questionnaire with open and closed questions was sent by e-mail to undergraduate students in physics at a university in the metropolitan region of São Paulo. Data analysis was performed using the methodology of identifying cores of meaning in the responses of three of the students who answered the questionnaire, chosen at random. It was possible to observe that, even not having contact with the term social function of the school throughout their training, the research subjects demonstrate concerns with issues beyond technical and scientific knowledge, that is, issues of the social function of the school. We consider that the reflection on the social function of the school, even in the initial training of the physics teacher, can contribute to a more humanized and protective training of human rights, towards the search for greater teaching autonomy, even with the strong influences of international organizations in policies education in the country.