O que os educandos dizem da escola: experiências de escolarização em uma escola inovadora

• Ano de defesa: 2019
• Autor(a) principal: Freitas, Luísa Euzébio Guedes de
• Orientador(a): Bock, Ana Mercês Bahia
• 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: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Escola Inovadora; Significações da escola; Dimensão subjetiva; Educação - Efeito das inovações tecnológicas; Inovações educacionais
• Palavras-chave em Inglês: Innovative school; Significations of school; Subjective dimension; Education - Effect of technological innovations on; Educational innovations
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/22654

The concept of innovation in this work refers to the understanding of the need for changes in the model of school education, that has to respond to the moderns dilemmas of society and assure the autonomy in the management and educational practice of schools institutions. In 2015 the Ministry of Education (MEC) took the initiative to identify educational institutions in Brazil that had practices of innovation and creativity, in order to create bases for a public policy that encourages changes in education. Based on these prerogatives, this study aims to investigate the subjective dimension of a school considered innovative, according to the criterias created by MEC. To accomplishment this task we analyzed subjects that participate in this educational process, through the words of adolescents who study in an innovative school. For this, the participation of eight students between 14 and 16 years of age happened through a group conducted with the method of conversation, where they discussed their experiences at school. From the analysis of the material of the conversation with the group of students we perceive their significations in relation to the innovative school, based on the theory of social-historical psychology. From this conversation we were able to expound four nucleus of significations that say about the students conception of school, the understanding functioning of the institution in which they study, the relationships they develop in school and the foundations of innovative educational practice. Appearing as the main difference that can be attributed to the innovative school the collective construction of educational practice, which includes the active participation of the student