Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Mecca, Marcia Di Giaimo
 |
| Orientador(a): |
Mafra, Jason Ferreira
|
| Banca de defesa: |
Alves, Maria Leila
,
Oliveira, Jos?? Eduardo dos Santos |
| 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: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://bibliotecatede.uninove.br/tede/handle/tede/506
|
Resumo: |
This present Master s degree study investigates the relation (coherence and incoherence) among theoretical speeches on integral education and its performance in the day-by-day school life. With this objective in mind, besides the documental readings on such discursivity, it has analyzed the daily school life, observing, among other aspects, the scholar practices and the political pedagogic project of two integral education schools that belong to the Official Network of Education of S??o Paulo State, in order to verify how this wide matter, subject to discussions, theories and governmental decisions nowadays, has been incorporated in the present school reality. Firstly, this study takes into account, bringing to light, the most meaningful events of the integral education history in Brazil. Secondly, it confronts theory and practice, by observing, in the two specific school experiences, as the conceptions expressed in laws, governmental resolutions and pedagogic proposals, are materialized within their everyday school life. Such investigation has revealed that there are different conceptions of integral education, in some cases even antagonistic, once the concept may comprehend since the idea of a citizen education, thus, emancipating and humanistic, as well as the idea of a doctrinal, classist and conservative vision, therefore, a unidimensional vision of education. As conclusion, according to the cases studied, the full-time schools, by not having public policies investments yet, do not incorporate the integral educational praxis, either in infrastructural and pedagogic dimensions, or in political and administrative aspects. |
