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Doctoral Thesis
DOI
10.11606/T.48.2008.tde-12062008-162423
Document
Author
Full name
Juarez Melgaço Valadares
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2008
Supervisor
Committee
Villani, Alberto (President)
Arroyo, Miguel Gonzáles
Fernandes, Maria Inês Assumpção
Nosella, Paolo
Oliveira, Romualdo Luiz Portela de
Title in Portuguese
A Escola Plural.
Keywords in Portuguese
Administração educacional
Ciclos de formação
Políticas públicas
Psicanálise e educação
Reformas educacionais
Abstract in Portuguese
Percebemos na educação a descontinuidade de políticas públicas que introduzem os ciclos de formação como mecanismos de garantir a inclusão e permanência dos alunos na escola. A Proposta Escola Plural, implantada na cidade de Belo Horizonte em 1995, tem convivido com resistências e desconfianças quanto à qualidade da educação ofertada, e continua suscitando polêmicas até os dias atuais. Neste trabalho, buscamos compreender os impasses criados a partir das novas formas de organização do trabalho escolar contidas na Proposta, e as formas com que os gestores públicos lidaram com essas controvérsias, à medida que foram encontrando dificuldades em concretizar os seus eixos. Estas questões nos remetem tanto a uma indagação sobre as mudanças ocorridas na prática pedagógica, quanto aos seus efeitos na representação que os gestores possuem sobre os sujeitos da instituição. Para tanto, além da análise dos textos públicos produzidos, coletamos os nossos dados por meio de entrevistas realizadas com vinte gestores que fizeram parte da administração desde 1995, na busca das justificativas para as transformações ocorridas na Proposta, bem como os dispositivos de intervenção criados que permitissem resolver os impasses. Apoiados no referencial psicanalítico de René Kaës e em conceitos retirados das produções teóricas de Boaventura de Sousa Santos e Paulo Freire, centramos nossa busca nas relações mantidas entre professores, escolas e instituição ao longo deste tempo. Cientes de que a Escola Plural nos coloca frente a questões essenciais da prática pedagógica, acreditamos na possibilidade de criar outros conhecimentos que possam auxiliar os gestores de sistemas públicos de ensino na compreensão das dificuldades inerentes às reformas educacionais.
Title in English
Plural School.
Keywords in English
Educational management
Educational reform
Formation cycles
Psychoanalysis and education
Public policies
Abstract in English
Education offers, nowadays, a lack of continuity of public policies which introduce formation cycles as mechanisms of inclusion and stability of students at school. The "Plural School Proposal", which was established in Belo Horizonte in 1995, has been living with resistance and suspicion about the reality of education which has been offered and it still creates controversy. In this paper, dilemmas created from the new organization forms of the proposal and the way the public managers deal with these problems are discussed. Such questions make us inquire about the changes occurred in pedagogical practices and their effects in the representation that managers have over the institution subjects. For that, besides analysis of produced texts, data was collected from interviews with twenty managers who have been part of the management system since 1995, in search of justifications for the transformations in the Proposal, as well as the attempts of solution for the problems. Based on René Kaës' psychoanalysis reference and on concepts from Boaventura de Sousa Santos' and Paulo Freire's theoretical productions, our search was centered in relations kept among teachers, school and institution. Aware that "Plural School" puts us in front of essential questions of pedagogical practice, we believe we can create other forms of knowledge which can help public managers in understanding of the problems related to educational reformation.
 
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TeseJuarezMelgaco.pdf (1.26 Mbytes)
Publishing Date
2008-07-04
 
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