Associativismo civil e escola p??blica em um bairro da periferia da cidade de S??o Paulo

• Ano de defesa: 2011
• Autor(a) principal: Moraes, Tania Ferreira
• Orientador(a): Gohn, Maria da Gl??ria Marcondes
• Banca de defesa: Souza, Carlos Bauer de, Castanho, Marisa Irene Siqueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de P??s-Gradua????o em Educa????o
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: educa????o n??o-formal; educa????o formal; organiza????o da sociedade civil; forma????o
• Palavras-chave em Inglês: non-formal education; formal education; organization of civil society; formation
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1178

This research aims to discuss the relation between formal and non-formal education in the process of inserting children, teenagers, young people and adults in society. In order to make this possible, two organizations in civil society and a public school in the city of S??o Paulo, were selected, and they are: the Associa????o dos moradores do Jardim Vila Nova e adjac??ncias, Centro Educacional For??a da Mulher and State School Reverendo Irineu Monteiro de Pinho. The organizations and the public school are located in an area of great social vunerability. The study was carried out through documental sources of the organizations and the public school, though oral reports and statements from schools??? managers, educators and participants of the process. The survey indicate that the relation between formal and non-formal education is fundamental for the student???s formation in this new millennium, taming towards a propositional relation which can contribute to a citizen???s formation. As for the organization in civil society, the non-formal education activities are restricted to a few people and the resources to enable the mediator agent???s and more permanent dialogue with the public are lacking the public power needs to have a different view when regarding non-formal educational activities in a way that may facilitate its dialogue with formal education, guaranteeing continuity in the day-to-day life of school???s.