Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Zanini, Maria Estela Benedetti |
| Orientador(a): |
Almeida, Laurinda Ramalho de |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21746
|
Resumo: |
This work is an engaged qualitative research whose objective was to describe and analyze the process of implementation and development of the teachers’ and managers’ assemblies in Colégio Bandeirantes. In this study, teachers' assemblies were analysed from their inception, in May 2017, until June 2018, in a total of ten meetings. Data analysis was carried out based on the collection, study and interpretation of the documents related to this process, the agenda/themes proposed for discussion in the teachers’ assemblies and the minutes of each assembly. The twenty-five themes that were proposed were organized in categories, a posteriori, using objective criteria, at the discretion of the researcher. In order to obtain the participation of a greater number of teachers, an open online platform (DemocracyOS) was used in the preparation of the agendas, which enabled the posting and voting of the themes to be discussed in each assembly. The teachers’ assemblies at Colégio Bandeirantes are part of a Positive Coexistence Plan that is being developed in the school and is organized in several interconnected and complementary actions involving teachers, managers, students and employees. The theorical references for this work were L. R. Almeida, U. F. Araújo, J. M. Puig, T. P. Vinha e L. R. P. Tognetta. It is believed that the assemblies are spaces for the resolution of conflicts that take place in the school environment, once teachers have the opportunity to express themselves in relation to the issues on the agenda, to express their opinions about them and to suggest solutions, thus, being implicated in solving the problems. The implementation of the assemblies also enables the exercise of otherness and cooperation, as well as providing an environment in which the educator feels he is being heard and valued in his concerns and anguishes, which contribute to interpersonal relationships being more respectful and to school environment being of better quality |
