Escola pública: todas as gentes cabem lá! com a palavra, os estudantes

Detalhes bibliográficos
Ano de defesa: 2022
Autor(a) principal: Batista, Gilson Borsato lattes
Orientador(a): Teixeira, Rosiley Aparecida lattes
Banca de defesa: Teixeira, Rosiley Aparecida lattes, Spigolon, Nima Imaculada lattes, Bioto, Patrícia Aparecida lattes, Carvalho, Celso do Prado Ferraz de lattes, Panizzolo, Claudia lattes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Nove de Julho
Programa de Pós-Graduação: Programa de Mestrado em Gestão e Práticas Educacionais
Departamento: Educação
País: Brasil
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3071
Resumo: Schools are spaces for interaction and learning about oneself and others. Therefore, it is in their daily lives that alienating or emancipatory educational practices are established. Soon we consider knowing the Gustavo Barroso state public school, from the way students understand it. Thus, the object of study of this research is the Escola Estadual Gustavo Barroso and we seek to answer what this place is from the reading of a group of students who live in this space. Its general objective is to understand how students at Escola Gustavo Barroso understand the school space and the relationships that exist there. As a specific objective, it aims to identify how students conceive the school, their teachers, their colleagues and the other professionals who work there. We understand that many of the students at that school are in a moment of eagerness due to the removal from school, caused by the COVID 19 pandemic, which fostered in the educational environment, causes an uneasy social coexistence with their peers, teachers and family members. The methodology used was qualitative and, through an ethnographic approach, it mapped, together with the students, how they live, understand and understand the educational institution and the professionals who work there. Data collection took place through questionnaires, analysis of school documentation, interviews and conversation circles. Having as a theoretical reference, the foundation in Dubet (2003a, 2003b, 2008); Charlot (2000, 2001); Freire (1996, 2011, 2013); Masschelein e Simons (2017).