CULTURAL ARBITRARINESS OF SCHOOL AND CHILDREN- STUDENTS’ IDENTITY BEHAVIOURS
CULTURAL ARBITRARINESS OF SCHOOL AND CHILDREN- STUDENTS’ IDENTITY BEHAVIOURS

Summary/Abstract: Introduction: The school as a cultural institution provides ready-made models of identity in direct and subliminal cultural messages, confronting the child-student on a daily basis with the necessity to (successfully) cope with the (mis)comprehension of meanings produced by the school culture.Research Aim: In article the author makes an attempt to (re)cognize how the narratives con- ducted and/or imposed by the emerging school culture determine the (un)conscious acquisi- tion by children of meanings that describe their school reality and build their identity as learn- ers. The study was embedded in the theoretical framework of the reconstructed psychocultural concept of school culture according to Bruner and the theory of cultural reproduction devel- oped by Bourdieu.Method: Narrative interviews conducted with ten-year-old children from the risk group, four- th-grade students, are research material that has been analyzed and interpreted with the use of the hermeneutic-phenomenological method of coding.Results: The results of the research relate to the perception of school by children who have crossed the second educational threshold in terms of school rules and norms. The research focuses on the process of implementing the child into the role of a student, indicating the op- pressive nature of the school culture.Conclusions: In the conclusions, the author tries to draw attention tothe hidden beliefs about students who become a material, an object or a product of the school (culture) activity and con- trast them with Korczak’s idea of openness and sensitivity to the child’s potential.

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