Escola aberta: a apropriação do espaço público pela comunidade

• Ano de defesa: 2010
• Autor(a) principal: Rodrigues, Rosemar Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cidade de São Paulo; Brasil; Departamento 1; Programa de Pós Graduação Mestrado Educação; UNICID
• Palavras-chave em Português: Escola aberta; Pedagogia institucional; Infância; Juventude; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.cruzeirodosul.edu.br/handle/123456789/189

This research sought to understand to what extent the proposed opening of the school is turning into a mechanism that favors the appropriation of public space by the school community. In this sense initially sought to situate the processes of opening the school in the wider context of open organizations, started from the end of World War II by questioning the organizations total, inaugurating a new paradigm that organizes diverse fields of knowledge, including the field of public policy for teacher education. Considering this new paradigm, we sought to understand the meanings that have been attributed to the notion of Open Schools in different contexts where the opening of school has been adopted as public policy. For this study, we adopted a qualitative approach to research and data collection procedure was performed a literature review and analysis of documents related to the opening of a school, aiming to identify the one hand, the principles that guide the development and implementation of these projects that called for the opening of the school as a means of democratization of education and, secondly, to understand the relationship between these processes of openness and public policies for children and youth that have been developed under the sponsorship and encouragement of UNESCO – (United Nations Educational, Scientific and Cultural Organization). Examining the Open School Project (OSP) developed at the public hall of São Paulo City sought, through a concrete example, check to what extent the opening of the school can form themselves into the possibility of appropriation of public space for community. It was possible to perceive, through the analysis of the proposal considered that although the opening of the school enables the community to close the school, not everyone in the school are prepared to live with the community, especially when she begins to understand the functional mechanisms of school to claim their rights