Schools that make a difference, reflections on the public school and education for lower income children

Abstract

The paper analyzes pedagogical dynamics in public schools that attend children from lower-income families.While reflecting on the relationships children establish with their daily school
activities, the text discusses study and research methods, with reference to the paradigms of complexity and clues and the
concept of flexible rigor. It explores the paths taken and underlines possible connections between public schools and
education for lower income children. The notions of ambivalence, border, regulation-knowledge, liberating knowledge, heterogeneity, silencing and education as a
liberating practice orient the analysis that weaves these possibilities. Considering the experience of the lower classes,
which have been strongly marked by exploitation and hardship, as well as sharing and solidarity, the concept of
resilience is highlighted as one of the threads that strengthens the potential of public schools, committed to the
excluded lower-income segments.