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Master's Dissertation
DOI
https://doi.org/10.11606/D.47.2021.tde-03122021-165020
Document
Author
Full name
Carolina Terruggi Martinez
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2021
Supervisor
Committee
Machado, Adriana Marcondes (President)
Aguiar, Katia Faria de
Carvalho, José Sergio Fonseca de
Title in Portuguese
O cotidiano do trabalho pedagógico coletivo: impasses políticos em uma escola pública municipal de São Paulo
Keywords in Portuguese
Coletivo
Cotidiano
Escola pública
Gestão democrática
Política
Abstract in Portuguese
O presente trabalho foi construído a partir de relações estabelecidas com trabalhadores e estudantes de uma escola pública municipal na periferia de São Paulo que se encontrava em processo de transformação do Projeto Político Pedagógico durante a realização da pesquisa. Foram acompanhados espaços de atividades coletivas da escola ao longo de um ano e meio, tendo maior frequência a participação da pesquisadora nos espaços de discussão, formação e decisão de professores e equipe gestora. Ao acompanhar este processo, o objetivo foi conhecer e analisar os modos como a equipe pedagógica construía o trabalho cotidiano e tomava decisões em coletivo, ao definirem como direção do trabalho ampliar as vozes que participavam e construir uma prática transformadora que não estivesse subordinada aos mandos neoliberais, capitalistas e colonialistas. Neste acompanhamento, enfatizou-se as formalizações que se constituíram em mudanças de práticas, tensões e situações-limites a partir dos desafios cotidianos dessa direção de trabalho. Com isso, foi possível discutir uma concepção de gestão do trabalho pedagógico no cotidiano distanciada dos pacotes protocolares que possibilita viver dúvidas e contradições nas quais o Estado emerge em suas ações em um duplo movimento de proteção e destruição; a relação com a comunidade se constrói entre conflitos e parcerias; os estudantes ora são alvo das ações, ora coparticipantes das construções; e o grupo de educadores se envolve nos enfrentamentos requeridos para construir comuns. As situações-limites vividas pela equipe de funcionários da escola, nessas relações, trouxeram à tona as fronteiras rígidas que cercam o universo escolar e que exigem corpo, tempo e condições para serem alargadas. Ao fazerem as certezas apriorísticas terem que ser lapidadas e repensadas, mostraram que a disputa não tem fim quando se busca construir coletivamente uma escola mais democrática e emancipadora, uma vez que a criação dessa direção política-pedagógica no trabalho exigiu abertura para novas lutas a cada solo comum conquistado
Title in English
The daily life of collective pedagogical work: political impasses in a municipal public school in São Paulo
Keywords in English
Collective
Daily life
Democratic management
Politics
Public school
Abstract in English
The present study derives from the relationship established between the researcher and the school staff of a municipal school located in the outskirts of São Paulo, which was particularly engaged in the development of a new approach of its Political-Pedagogical Project (PPP). The school community activities were followed during a year and a half by the researcher, who was mostly involved in the discussions, development, and implementation of the PPP in question as well as in the decisions taken by teachers and school management. Throughout the implementation process of the PPP, the aim was to find out and analyze how the pedagogical team developed the routine activities at school and how the decisions were collectively taken in order to provide space to listen to all the members involved, avoiding subordinate practices based on neoliberal, capitalist and colonialist views. There was a special emphasis on the formalization of practices, tensions, and limitsituations, which were composed of challenges toward a desired practice. Therefore, it was possible to think of a conception of pedagogical management for regular school practice, which differs from established protocols, casting possible doubts and contradictions about them. This conception debates the relationship between school professionals with the State, the latter with illogicalities of protective or harmful actions. Apart from that, this debate involves the relationship within the community constituted of conflicts and partnerships; the relationship with students, sometimes targeted by actions from others, other times heard and included in the process of construction; and the collective teaching staff relationship among members concerning the difficulties faced in the process of reaching a common goal. The limit-situations experienced by school staff in their practice, highlight the rigid boundaries that surround school universe. It is desirable to achieve better work conditions to enlarge these boundaries. Upon reflection and refinement of previous beliefs, the study showed that the struggle to construct a democratic and emancipatory school collectively is endless, as the development of this desirable political-pedagogical goal demands space for transformation acceptance at every step taken in this direction
 
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Publishing Date
2021-12-06
 
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