Projeto Guri: análise das ações socioeducativas em dois polos paulistas

• Ano de defesa: 2013
• Autor(a) principal: Stavracas, Isa
• Orientador(a): Gohn, Maria da Glória Marcondes
• Banca de defesa: Albuquerque, Maria do Carmo Alves , Chamon, Edna Maria Querido de Oliveira , Dias, Elaine Teresinha Dal Mas , Almeida, Cleide Rita Silvério de , Castanho, Marisa Irene Siqueira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: projeto Guri; educação não formal; ações socioeducativas e inclusão sociocultural
• Palavras-chave em Inglês: Guri project; non-formal education; socioeducational actions and sociocultural inclusion
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/525

The present research aimed to analyze the social and educational activities developed within the Guri Project - a project of musical education and collective practice of music, run by the Friends of the Guri Project (AAPG) in order to investigate whether and how to promote inclusion sociocultural . The research is part of the universe of non-formal education, an area of aware of learning and knowledge that has been increasingly used as a strategy to deal with social issues, with its central training for citizenship, inclusion and empowerment of sociocultural subjects. As methodological steps recourse, first, the theoretical and research literature, analyzing the following categories: Non-Formal Education, Socioeducational Actions, Inclusion / Exclusion Social, Citizenship, Social Emancipation, Music Education and Social Educator. In the second step, in order to collect data, semi-structured interviews and observation of pedagogical actions was used. Were the research subjects: professionals working in both ends investigated, namely: 2 polo s coordinators, 6 music educators, 1 assist and 1 polo s artistic-pedagogical assist; 25 project participants and 25 families, representing a total of 20% students of the two poles. The results indicate that the social and educational activities developed at the poles analyzed meet the needs of the participants with regard to the teaching and collective practice of music, as well as changes in attitudes and behaviors. Although the pole face problems with the infrastructure and need for greater coordination between the areas of Educational and Social Development, it can be noticed that the work of the educators have the recognition of the participants and their families seeking in the Project the possibility of changes in their lives. Therefore, the research concludes that the Guri Project promotes sociocultural inclusion, contributing in training for citizenship and social emancipation of the subject, making them critical and autonomous.