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Este artigo tem por objetivo investigar as razoes de escolha por uma escola publica diferenciada para familias que, por constrangimentos materiais, nao poderiam escolher um estabelecimento de ensino privado para seus filhos. Situa a discussao no campo da relacao familia-escola, analisando as razoes da escolha da escola pelas familias investigadas, entre elas o evitamento da escola publica ‘comum’. Toma como unidade empirica de analise a escola de ensino fundamental vinculada a Universidade Federal de Minas Gerais (Centro Pedagogico-UFMG), cujo ingresso e possivel apenas por meio de um sorteio de vagas aberto a qualquer interessado. As evidencias empiricas sugerem que em um ambiente menos segregado, como a escola analisada, as disposicoes para a aprendizagem podem ser melhor potencializadas, revelando a pertinencia de estudos que levem em consideracao o contexto institucional conjugado as praticas educacionais na trajetoria escolar do aluno, que na literatura tem sido abordado pelos estudos sobre ‘efeito-escola’. * * * This article aims to investigate the reasons for choosing a differentiated public school for families who, because of material constraints, could not choose a private educational institution for their children. It situates the discussion in the field of the family-school relationship, analyzing the reasons for the choice of the school by the families investigated, among them the avoidance of the ‘common’ public school. It takes as an empirical unit of analysis the elementary school linked to the Federal University of Minas Gerais (Pedagogical Center-UFMG), whose entrance is possible only through a lot of vacancies open to any interested party. The empirical evidence suggests that in a less segregated environment, such as the analyzed school, the dispositions for learning can be better potentiated, revealing the pertinence of studies that take into account the institutional context conjugated to the educational practices in the student’s academic trajectory, that in the Literature has been addressed by ‘effect-school’ studies.

“A sorte sorriu para mim”: sorte ou estratégia de evitamento da escola pública ‘comum’?