Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Bardem, Silvana Capelli |
| Orientador(a): |
Alves, Maria Leila
 |
| Banca de defesa: |
Souza, Roger Marchesini Quadros
,
Graciani, Maria Estela Santos |
| 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: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1012
|
Resumo: |
This work seeks to analyze and evaluate the mechanisms that favor or hinder the participation of families and other actors in the educational setting as coauthors in the construction of a political pedagogical project, as well as identify and analyze democratic educational practices focused on ensuring a quality public school for children. The bibliographical study presents reflections on the impact of social, cultural and economic conditions of contemporary society in the construction of school curricula. It also seeks to analyze the contribution of schooling in the construction and consolidation of the principles of a democratic society. The field research makes use of four reports of specific experiences (called episodes) on collective work lived by the author in different times and spaces of public education, all in the city of São Paulo. Although each episode is contextualized within the given time and space, involving the uniqueness of its social actors, convergent principles that guided every experience from categories such as totalizing vision, interdisciplinary vision, holistic vision and heuristic vision are reproduced in this work. Additionally, the documentary analysis used 2007-2011 minutes of a São Paulo Municipal Preschool School Council. The choice of these documents as tools for analysis is justified as the School Council constitutes the institutionalized discussion and decision-making space in which all school segments are represented. Thus, with the practice of democratic management as background of this study, the analysis of such documents enables better understanding of the possibilities and limits established in a collegial deliberative body, considering its subjection to government prescriptions. The methodological procedures have been designed in order to identify, understand and share practices that collaborate to build a humanizing pedagogy, taking into account the human dimension in all its complexity. |
