Productive Cultural Practices in Schools Settled in Contexts of Social Exclusion

Facing the strengthening social & educational exclusion, this paper inquires into the productive cultural practices in schools that are inserted in urban poverty contexts in the city of Parana (Entre Rios Province, Argentina). The dominant school culture seems to be blocking the imagination & the possibility to create, showing that there is only one way of thinking about the institutions. However, from the point of view of the subjects, many ways are deployed; ways that are recreated based on specific objective conditions, from the dominant consciousness but also from the wishes & the capacity to create. Numerous teachers elaborate strategies that appeal to the experience, to the practical conscience & to the daily knowledges. These are alternative practices that resist or alter the dominant order, & give rise to a cultural production -- expression of the lived culture -- , thus granting a particular sense to the education inserted in social exclusion contexts. Adapted from the source document.