A COEXISTÊNCIA DOS GRUPOS NO ESPAÇO ESCOLAR: OS ESTABELECIDOS E OS OUTSIDERS

• Ano de defesa: 2011
• Autor(a) principal: Cruz, Cláudia Alencar Lopes
• Orientador(a): Saes, Decio Azevedo Marques de
• Banca de defesa: Souza, Roger Marchesini Quadros , Nascimento, Rômulo Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de São Paulo
• Programa de Pós-Graduação: PÓS GRADUAÇÃO EM EDUCAÇÃO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: professores educadoras - educação infantil relações de poder conflitos estabelecidos e outsiders.
• Palavras-chave em Inglês: teachers educators kindergarten - power relationships conflict - established and outsiders
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/960

The research presents an analysis of power relations within the Early Childhood Education of Ribeirão Pires, focused on the work of teachers and non-Educators Teaching Child Development from two schools located in two distinct regions: one in the central region and the other in a village away from the center. The main focus is the conflict between these two groups of professionals, a secondary and complementary are the malfunctions that contribute to the existence of conflict between groups. The hypothesis that guides the research is that, not educators-teachers, while veteran group, relies on the old, asserting itself through its tacit and empirical knowledge, and PDI, in turn, rely on titration/diploma. The survey was conducted through interviews and observation at schools, aimed to understand the differences between the established groups of educators and teachers, but above all, understand the way that both express the power relations in space and time in school.The research required as a base, three analytical frameworks: Norbert Elias (2000), which deals with power relations; the Study of the Sociology of Deviance Becker (2008) and Erving Goffman's Stigma (1891). From the three authors of the study was observed within the power relations between groups of educators and teachers, some trends and collective provisions, such as assertion of superiority by tradition, affirmation of superiority of securities, inclinations stigmatization, feelings of victimization and low institutional bureaucracy, we can see properly, with respect to the secondary focus of the research, studied in schools The presence of a low level of institutional bureaucracy, which helps to stimulate faculty conflicts between groups analyzed. The research could contribute to the debate around issues related to the mode Childhood Education and their agents, such as it takes shape in Brazil.