**4. Formation of classes and characteristics of families of students in the schools surveyed**

#### **4.1. Formation of classes**

In this sense, Lopes and Oliveira [19] defends that there is the formation of hybrid collections when policies migrate from one context to another or when pedagogical discourses are

It is in this view that Ball, Braun and Maguire defend that putting policies into practice is a creative, sophisticated, and complex process that is also always located in a given context and place. That is, policy-making involves creative processes of interpretation and

In this way, Lopes [20] affirms that in curriculum policies, the contexts are no longer seen as hierarchical, and the circulation of texts between them is not interpreted as an ideological misrepresentation. However, the fact that hierarchies are not established among the contexts in question does not imply that the said contexts have the same power of meaning without

Thus, in the context of practice, texts are interpreted in a translation process that will be different from one place to another. That is, there are differences in their understanding and

In another dimension of analysis, the authors discussing competences and qualifications refer that in addition to the evaluation being taken as a tool to gauge the abilities and knowledge of

The evaluation aims to determine the degree of effectiveness of the curriculum through internal, provincial and national tests, and the results, especially the negative ones, are considered to be the responsibility of the teachers, who are at the service of the results and not of the

However, Tura [21] pointed out that educational practice should not be understood as isolated from other social practices, since, despite the relative autonomy of each social system, they are always part of a whole with which they are integrated into the achievement of a com-

The discussion presented throughout this section makes it possible to understand that the performativity installed in schools privileges more the cognitive, mirrored in the results of the different forms of evaluation and gives little emphasis to the psychomotor, the affective and the social or, rather, statistics give little possibility for reading about the individual's human development, over time. Thus schools are driven to perpetuate the inequalities of opportunity among students. Thus, the evaluation process is a classification instrument that punishes, marginalizes, and/or excludes students with poor performance and values of those with good performance. The teacher is the person who quantifies knowledge, a figure respected and feared, given the value given to the assessments. For it is, they determine the insertion of the individual in the labor market, the possibility of its continuity in higher education, etc.

One of the consequences that can be pointed out as a result of such marginalization is the dropping out and abandonment of the students in school, disapprovals, expulsion or change of the students' shift because they have been disapproved of more than two times in the same

the individual, it is also shifted to a utilitarian and functionalist purpose.

mon end. Thus education must be understood as a social institution.

constituted.

recontextualization.

172 Open and Equal Access for Learning in School Management

asymmetries [20].

learning and human formation.

class.

interpretation, and there is creativity and originality.

As far as the constitution of the classes, they were constituted in average by 60 students, being, mainly, composed by young women. Ten classes (11th and 12th) that constituted the population of one of the schools that was the locus of the research, with 574 students, 459 were girls, corresponding to 79.9% of the school universe. Here is **Table 1** containing the data that illustrates the situation referenced above.

According to school managers, class formation was preferably based on the age of students. In the classrooms, the students sat two-to-two because the desks were of double type; in some classes, the students sat in a numerical order, a criterion established according to the will of each teacher. On the wooden desks, students' names, mathematical/chemical/physical formulas, etc. were written.

During the study, it was also observed that during the first term, of the 1043 students in ESG, 39 students dropped out, of which 29 were boys and 10 were girls. The ages of students ranged from 16 to 21 years.

#### **4.2. Characteristics of the families of students in the schools studied**

According to the data produced by one of the schools, the majority of the students who attended this school came from social classes considered to be low, families with low socioeconomic conditions, and a low level of schooling.

According to the data obtained through the use of semi-structured interviews with the students, it was recorded that of the five students interviewed, their parents and/or caregivers carried out manual work, such as mechanics, carpentry, commerce, among other professions, where they had a monthly income of a Mozambican minimum wage.


"a"

Source: Prepared by the researchers, based on the data produced by the school.

**Table 1.** Describes data about students achievement by Sections (A, B and C) at the School Nossa Senhora do Livramento Comunitary School.

It is noted that only men, in most cases, were engaged in paid work while women were house trained, that is, they stayed at home taking care of children and housework, and some were selling primary products in local markets or in front of their residences.

According to the managers, this school received rejected students from other schools. The students were rejected for the following reasons: excessive absences, failing more than twice in the same class, expulsion from other secondary schools, and, most of the time, indiscipline. From this scenario, it is understood that this school received the excluded, the surplus, those who were left in other schools, who, by this way, would need a specific treatment.

Given the home-school distance and because they often lack the financial conditions to guarantee the return trip, the students were obliged to stay in school until the time of class. While the students stayed in school, they had nothing to eat, situation that influenced his educational process and school performance.

Another situation found in the school is that most of the students lived with relatives of the third grade (uncles, aunts, grandparents, etc.), a fact that, according to the managers and teachers of the schools, was decisive in the support and accompaniment of their students.

It was noticed that the teachers in every contact they had with the students in the corridors tried to reprimand them on the way of dressing, talking about the use of the mobile phone,

**Table 2.** Describes data about students achievement by Sections (A, B and C) at Zona Verde Secondary School.

**Stream Section Boys Girls % Girls Total** 11a Arts 88 136 60.7 224

12a Letters 77 210 73.1 287

Source: Prepared by the researchers based on the data produced by the school.

Science With Biology 99 148 59.9 247 Science with Drawing 62 10 13.8 72

Curricular Policy and Access and Permanence of Students in School

http://dx.doi.org/10.5772/intechopen.70790

175

Science With Biology 140 260 65 400 Science with Drawing 41 27 39.7 68

They are local languages spoken in the southern region of Mozambique and in particular

In contrast, some students, especially those of the Muslim religion, had a different under-

"The long skirts are good, because the measurements are the same as those of the Church"—

In this school too, in most cases, the men were engaged in paid work, while the women were unemployed and/or domestic according to the data produced by the students through

Indeed, in the remarks of classes held in both schools, it was noted that the classroom was a place rich in differences, with different cultures, religions, habits, experiences, and different experiences. Some divergences and convergences were noted in some moments and aspects in the two schools and classrooms, as were the cases of concern with provincial tests and national examinations, the prohibition of the use of cell phones, the intonation of the National Anthem, as well as the permanent search in formatting the students through a school culture,

Classes were in different ways in relation to the same discipline and teacher. In some classrooms, learning and assimilation of materials was faster and in others they were slightly slow. Such differentiated positions of the students in relation to the teachers were due to the differentiated teaching posture and the way in which they appropriated the school contents.

In addition, due to the above-mentioned data, there was a divergence in the way the schools interpreted and understood each situation. Schools did not have the same way of looking at, analyzing, interpreting, and understanding the same aspect. In fact, the two schools had different practices regarding the absorption, accommodation, and acceptance of the different cultures of the students.

among other things.

"a" means level school

interviews.

Maputo city and province.

standing of the school uniform:

Speaks Joana, a student of the 12th class.

the rejection of student culture, etc.

It also recorded the transfer of pregnant students from day shift to nightshift classes; pupils considered to be undisciplined and/or in breach of school rules; in some cases, students failed more than twice in the same class.

The classes ranged between 60, 80, and 110 students, mostly consisted of girls. Of the 17 classes (11 and 12 classes) that constituted the population in this school, with about 1298 students, 507 young men corresponding to 39% and 791 young women corresponding to 60.9% were registered. Here are the data, in **Table 2**, that illustrate the above situation.

At school, there were five students dropping out, including four boys and one girl. There was also transference of four pregnant girls from day shift to nightshift. The students sat in difficult conditions as some classrooms were very crowded and had only few desks.

Through the insertion and acceptance of the researcher, among the students, it was noticed that although the students made an effort only to communicate in the Portuguese language, in the school premises, as recommended by the internal rules of the school, during intervals some groups of students communicated in local languages (Changana and/or ronga, above all). It was also recorded that during intervals, students stayed in small groups, debating around the school rules, censoring the leadership and school teachers, among other situations that characterized the culture school.

In the interval period, some students, with minimal financial possibilities, stayed at the school snack bar, so that they could take (sandwiches, hamburgers, soft drinks, biscuits, etc.) and others left the school grounds. Looking from the most affordable, they usually bought bread and pastries. Moreover, some students, who were financially stranded, remained in the classroom, or in the hallways of the school. After the ringing, sometimes it was noticed that the students were still outside the classroom. This practice was extended to the teachers, who stayed in the corridors or in the teachers' room debating on several aspects: politics, economy, work, problems related to the students' school performance, etc.


Source: Prepared by the researchers based on the data produced by the school.

It is noted that only men, in most cases, were engaged in paid work while women were house trained, that is, they stayed at home taking care of children and housework, and some were

According to the managers, this school received rejected students from other schools. The students were rejected for the following reasons: excessive absences, failing more than twice in the same class, expulsion from other secondary schools, and, most of the time, indiscipline. From this scenario, it is understood that this school received the excluded, the surplus, those

Given the home-school distance and because they often lack the financial conditions to guarantee the return trip, the students were obliged to stay in school until the time of class. While the students stayed in school, they had nothing to eat, situation that influenced his educa-

Another situation found in the school is that most of the students lived with relatives of the third grade (uncles, aunts, grandparents, etc.), a fact that, according to the managers and teachers of the schools, was decisive in the support and accompaniment of their students.

It also recorded the transfer of pregnant students from day shift to nightshift classes; pupils considered to be undisciplined and/or in breach of school rules; in some cases, students failed

The classes ranged between 60, 80, and 110 students, mostly consisted of girls. Of the 17 classes (11 and 12 classes) that constituted the population in this school, with about 1298 students, 507 young men corresponding to 39% and 791 young women corresponding to 60.9% were registered. Here are the data, in **Table 2**, that illustrate the above situation.

At school, there were five students dropping out, including four boys and one girl. There was also transference of four pregnant girls from day shift to nightshift. The students sat in dif-

Through the insertion and acceptance of the researcher, among the students, it was noticed that although the students made an effort only to communicate in the Portuguese language, in the school premises, as recommended by the internal rules of the school, during intervals some groups of students communicated in local languages (Changana and/or ronga, above all). It was also recorded that during intervals, students stayed in small groups, debating around the school rules, censoring the leadership and school teachers, among other situations

In the interval period, some students, with minimal financial possibilities, stayed at the school snack bar, so that they could take (sandwiches, hamburgers, soft drinks, biscuits, etc.) and others left the school grounds. Looking from the most affordable, they usually bought bread and pastries. Moreover, some students, who were financially stranded, remained in the classroom, or in the hallways of the school. After the ringing, sometimes it was noticed that the students were still outside the classroom. This practice was extended to the teachers, who stayed in the corridors or in the teachers' room debating on several aspects: politics, economy,

ficult conditions as some classrooms were very crowded and had only few desks.

work, problems related to the students' school performance, etc.

who were left in other schools, who, by this way, would need a specific treatment.

selling primary products in local markets or in front of their residences.

tional process and school performance.

174 Open and Equal Access for Learning in School Management

more than twice in the same class.

that characterized the culture school.

**Table 2.** Describes data about students achievement by Sections (A, B and C) at Zona Verde Secondary School.

It was noticed that the teachers in every contact they had with the students in the corridors tried to reprimand them on the way of dressing, talking about the use of the mobile phone, among other things.

They are local languages spoken in the southern region of Mozambique and in particular Maputo city and province.

In contrast, some students, especially those of the Muslim religion, had a different understanding of the school uniform:

"The long skirts are good, because the measurements are the same as those of the Church"— Speaks Joana, a student of the 12th class.

In this school too, in most cases, the men were engaged in paid work, while the women were unemployed and/or domestic according to the data produced by the students through interviews.

Indeed, in the remarks of classes held in both schools, it was noted that the classroom was a place rich in differences, with different cultures, religions, habits, experiences, and different experiences. Some divergences and convergences were noted in some moments and aspects in the two schools and classrooms, as were the cases of concern with provincial tests and national examinations, the prohibition of the use of cell phones, the intonation of the National Anthem, as well as the permanent search in formatting the students through a school culture, the rejection of student culture, etc.

Classes were in different ways in relation to the same discipline and teacher. In some classrooms, learning and assimilation of materials was faster and in others they were slightly slow. Such differentiated positions of the students in relation to the teachers were due to the differentiated teaching posture and the way in which they appropriated the school contents.

In addition, due to the above-mentioned data, there was a divergence in the way the schools interpreted and understood each situation. Schools did not have the same way of looking at, analyzing, interpreting, and understanding the same aspect. In fact, the two schools had different practices regarding the absorption, accommodation, and acceptance of the different cultures of the students.

From these observations, it is understood that the teachers sought to blame the students for all anomalous situations that occurred in school, as if they were the only ones guilty and that they had the obligation to have the school culture and abandon their culture, as well as predict everything about the school and teachers expected of them.

schools, there were 1872 students, of the II cycle (11th and 12th grades). Of these, 1127 were girls, corresponding to 60.2%, and only 745 were young men, corresponding to 39.7% of the universe. The curriculum area that contained the largest number of young men was only Sciences with a drawing (young men 172 and young women 53). Being this phenomenon outside the predictions of this research, and above all, having become a curiosity and surprise, we tried to understand it with recourse to the scholastic history of students. In this, it was found that the

Curricular Policy and Access and Permanence of Students in School

http://dx.doi.org/10.5772/intechopen.70790

177

These results allowed us to conclude that the girls were more focused in studies when compared with the young men. These data also allowed us to conclude that the families began to believe in the potentials of the girls, as well as freed them to go to school, overcoming the prejudice, according to which girls are weak when compared to young men, and that they only served to take care of housework. By the way, it is understood that by the fact that the girls leave the school less can be supposed that they introjected the school rules better.

This idea is also defended in a study carried out by Ortigão and Aguiar [22] when they found that in the educational literature, there has been an improvement in the performance of women when compared with men. These authors, indicate that this situation is related to a better adaptation of the girls to the school, given the primary and familiar socialization that favors a more orderly and obedient behavior. Girls are more disciplined and organized than

Looking at the girls' and young men's school histories, it was noticed that the girls obtained better results in the evaluations than the young men along the school path, reason why most of the classes were full of girls' students. This meant that while young men disapproved, the boys were retained in the same class, based on school results, situation which often led them

Another relevant point of reference is the fact that although Mozambican society is histori-

According to the Assistant Pedagogical Director, the predominance of girls in schools is a widespread trend, not just in that school. He adds that he believes that it is within the scope of achieving the millennium goals, which is the placement or emancipation of the woman. But it is also due to what is presented in the population censuses, which according to INE, the Mozambican population is 26,423,623 inhabitants, of which 13,663,299 (51.7%) are female and

Another aspect that explains the predominance of girls in schools, according to the managers, is that young men take on social responsibilities very early, which leads them to enter the labor market sooner. But also, some young men have opted for entering the world of drugs,

In a study carried out by Osório and Silva [16], dialoguing on gender and public educational policies in Mozambique, emphasize that the Government's Five-Year Program 2006–2009 and PARPA II advocated equal opportunities and rights for men and women and improved of education for citizens, as well as raising society's awareness of women's rights and broaden-

young men tended to give up during the school year.

to give up before reaching the more advanced classes.

cally sexist, a greater number of girls were found in both schools.

young men.

12,760,324 (48.2%) are male.

which leads them to dropout of school.

ing women's rights information programs.

In fact, the teaching discourse showed that the classes were not the same and did not behave in the same way in all classes. Each class and teacher received a different treatment, depending on the experience and intervention of each one. In this way, students' behavior and attitudes cannot be predicted. Their behavior and attitudes are always contextualized and coupled with the learning conditions offered by each teacher and school.

Therefore, it can be affirmed that the mediation of classrooms in the classroom to real students should be made taking into account their age groups, their learning and motivational rhythms, their origins, cultures, among other aspects. In this way, it is not possible to try to treat all the students of the school in equal form.

It is argued that without a close and affective relationship, without a stimulus that awakens student's self-esteem, as well as the nonvaluation of (small) learning, there will also be no meaningful learning and value experiences, except the occurrence of the abandonment and withdrawal at schools.

Looking at and analyzing the context in which the classes in the two schools in question took place, from the point of view of pedagogical practices, one can affirm that these occur in different ways, from the lack of objective working conditions for the professional exercise of teachers. The lack of libraries and equipped laboratories, to the differences in terms of the levels of academic training of managers and teachers, their experiences, their vision of education, on the one hand. On the other hand, the differences are related to differences in infrastructure and, in particular, to classrooms, including differences between pupils, in terms of their characteristics, experiences, and backgrounds. Ultimately, each school brings its uniqueness and its particular way of working.

These situations obliged the teachers to have a different intervention and interpretation in each school, class and class, as can be observed in the following statements:

"Teachers we have to act in a block and homogenize our practices"—Words from the DAPs present at the general meeting of the balance of the activities of the first term.

"We have to act and act in block to fight the indiscipline"—Words of some teachers present at the general meeting of the balance of the activities of the first term.

The speeches of teachers and school administrators demonstrated the difficulties of the students in relation to the school culture. There are a number of reasons for students to present difficulties in relation to school culture. We can highlight the rigidity and poor clarity of school rules and the poor negotiation between the culture of the student, the teacher, and the school. Therefore, it should be pointed out that when it is proposed to impose a culture, students resist in introducing some rules of the school.

Regarding the statistical data of the students and students in the two schools, it was noticed that the students were in greater numbers in almost all the classes and/or curricular areas. In both schools, there were 1872 students, of the II cycle (11th and 12th grades). Of these, 1127 were girls, corresponding to 60.2%, and only 745 were young men, corresponding to 39.7% of the universe.

From these observations, it is understood that the teachers sought to blame the students for all anomalous situations that occurred in school, as if they were the only ones guilty and that they had the obligation to have the school culture and abandon their culture, as well as pre-

In fact, the teaching discourse showed that the classes were not the same and did not behave in the same way in all classes. Each class and teacher received a different treatment, depending on the experience and intervention of each one. In this way, students' behavior and attitudes cannot be predicted. Their behavior and attitudes are always contextualized and

Therefore, it can be affirmed that the mediation of classrooms in the classroom to real students should be made taking into account their age groups, their learning and motivational rhythms, their origins, cultures, among other aspects. In this way, it is not possible to try to

It is argued that without a close and affective relationship, without a stimulus that awakens student's self-esteem, as well as the nonvaluation of (small) learning, there will also be no meaningful learning and value experiences, except the occurrence of the abandonment and

Looking at and analyzing the context in which the classes in the two schools in question took place, from the point of view of pedagogical practices, one can affirm that these occur in different ways, from the lack of objective working conditions for the professional exercise of teachers. The lack of libraries and equipped laboratories, to the differences in terms of the levels of academic training of managers and teachers, their experiences, their vision of education, on the one hand. On the other hand, the differences are related to differences in infrastructure and, in particular, to classrooms, including differences between pupils, in terms of their characteristics, experiences, and backgrounds. Ultimately, each school brings its uniqueness and

These situations obliged the teachers to have a different intervention and interpretation in

"Teachers we have to act in a block and homogenize our practices"—Words from the DAPs

"We have to act and act in block to fight the indiscipline"—Words of some teachers present at

The speeches of teachers and school administrators demonstrated the difficulties of the students in relation to the school culture. There are a number of reasons for students to present difficulties in relation to school culture. We can highlight the rigidity and poor clarity of school rules and the poor negotiation between the culture of the student, the teacher, and the school. Therefore, it should be pointed out that when it is proposed to impose a culture, stu-

Regarding the statistical data of the students and students in the two schools, it was noticed that the students were in greater numbers in almost all the classes and/or curricular areas. In both

each school, class and class, as can be observed in the following statements:

present at the general meeting of the balance of the activities of the first term.

the general meeting of the balance of the activities of the first term.

dents resist in introducing some rules of the school.

dict everything about the school and teachers expected of them.

treat all the students of the school in equal form.

176 Open and Equal Access for Learning in School Management

withdrawal at schools.

its particular way of working.

coupled with the learning conditions offered by each teacher and school.

The curriculum area that contained the largest number of young men was only Sciences with a drawing (young men 172 and young women 53). Being this phenomenon outside the predictions of this research, and above all, having become a curiosity and surprise, we tried to understand it with recourse to the scholastic history of students. In this, it was found that the young men tended to give up during the school year.

These results allowed us to conclude that the girls were more focused in studies when compared with the young men. These data also allowed us to conclude that the families began to believe in the potentials of the girls, as well as freed them to go to school, overcoming the prejudice, according to which girls are weak when compared to young men, and that they only served to take care of housework. By the way, it is understood that by the fact that the girls leave the school less can be supposed that they introjected the school rules better.

This idea is also defended in a study carried out by Ortigão and Aguiar [22] when they found that in the educational literature, there has been an improvement in the performance of women when compared with men. These authors, indicate that this situation is related to a better adaptation of the girls to the school, given the primary and familiar socialization that favors a more orderly and obedient behavior. Girls are more disciplined and organized than young men.

Looking at the girls' and young men's school histories, it was noticed that the girls obtained better results in the evaluations than the young men along the school path, reason why most of the classes were full of girls' students. This meant that while young men disapproved, the boys were retained in the same class, based on school results, situation which often led them to give up before reaching the more advanced classes.

Another relevant point of reference is the fact that although Mozambican society is historically sexist, a greater number of girls were found in both schools.

According to the Assistant Pedagogical Director, the predominance of girls in schools is a widespread trend, not just in that school. He adds that he believes that it is within the scope of achieving the millennium goals, which is the placement or emancipation of the woman. But it is also due to what is presented in the population censuses, which according to INE, the Mozambican population is 26,423,623 inhabitants, of which 13,663,299 (51.7%) are female and 12,760,324 (48.2%) are male.

Another aspect that explains the predominance of girls in schools, according to the managers, is that young men take on social responsibilities very early, which leads them to enter the labor market sooner. But also, some young men have opted for entering the world of drugs, which leads them to dropout of school.

In a study carried out by Osório and Silva [16], dialoguing on gender and public educational policies in Mozambique, emphasize that the Government's Five-Year Program 2006–2009 and PARPA II advocated equal opportunities and rights for men and women and improved of education for citizens, as well as raising society's awareness of women's rights and broadening women's rights information programs.

On the other hand, students' attitudes were a clear demonstration that each class had its own way of being and being, a peculiar characteristic that distinguished itself from others and, therefore, there was no possibility for its generalization and or homogenization.

reported was that the girls' withdrawal was superior than the withdrawal of boys, which this

Curricular Policy and Access and Permanence of Students in School

http://dx.doi.org/10.5772/intechopen.70790

179

According to what is the configuration of the schools surveyed, the students left school because they are not yet prepared to welcome and/or negotiate with their differences that spread in the same. Teachers and school administrators, on the whole, sought, tirelessly, to

The data produced by the two schools, beyond coinciding with the Thaphan's study [24], also coincide with that of Tura [25] when this argues that the school instituted a specific culture that has patterns of relationship and social coexistence, Their behavioral expectations, their rites, their discipline, their work and leisure hours, and their didactic-pedagogical procedures, an entire repertoire that is re-elaborated by the educational subjects in their daily life

It was interesting in this research to relate social inequalities to school inequalities. In fact, data were produced about socioeconomic situation of students by both schools. According to the data produced by the two schools, it was noted that the students came from social classes considered to be low, with low socioeconomic conditions, and a low level of schooling. Their

Although the school recognizes that it receives pupils with differences in the family provenance of students, as well as the academic and professional situation of parents and/or official representative, the culture and philosophy of the school were based on a context of schools with elite standards and the dominant culture, modeled on schools in the downtown with classes of about 45 students, schools equipped with libraries and laboratories, classrooms

Thus, the curriculum in schools ignores the socioeconomic and cultural conditions of students, who are constantly permeating and characterizing schools. As a result of such practice, there is greater evasion and disapproval in schools, and as a measure, when the pupil failed more than twice, he/she was transferred to the evening course, as if he received the useless ones. In fact, the night course seemed to us to be seen as a period of re-socialization of students, in order to reconnect with the curriculum since this shift has been a subterfuge to

As it turns out, students whose parents have a low level of schooling makes it difficult for the children to have a satisfactory situation in school, since within the family there are no people able to support them in their school activities or to have them as models or references. The existence of a family context characterized by a study support environment allows the stu-

Another important issue, which is referenced by Dubet et al. [26], relates to school segregation and school inequalities. According to the authors, the inequalities among the students depend on the level of social and school segregation of the institutions. That is to say, the way the school receives, distributes, and treats the students in school can also be decisive in its inser-

study did not confirm.

treat all students as equal, identical, or common.

and constitutes the school culture of each teaching institution.

equipped with furniture, trained and experienced teachers, etc.

receive students who have been disapproved.

dents to have better school performance [22].

tion and in minimizing the differences of cultural capital.

parents mostly developed low-income jobs, often only men were employed.

Unfortunately, some school teachers who were the locus of the research advocated in their interventions at the meetings that it was necessary to homogenize and unify their practices through procedures unique to learners. These are situations that reinforce with what Sacristán [23] stated when he indicates that the school with regard to the schooling functioning patterns tends to homogenize. The school has been, and is, a standardization space. However, it is different, each class presents itself culturally different, although it has some aspects in common, but when analyzed differently, there are differences that deserve to be repaired, respected, and considered. Indeed, any attempt to homogenize, treat students as equal or devoid of differences leads to school failure.
