Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Bellintani, Irinilza Odonor Gianesi
 |
| Orientador(a): |
Ronca, Antonio Carlos Caruso
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41281
|
Resumo: |
The pandemic that emerged in 2020 and the measures to contain the contamination by the COVID-19 virus have forced people to make profound changes to their way of life. In schools, the necessary changes disrupted the ways of communicating, the time and space planning, profoundly altering their daily lives and creating difficulties that had to be faced by the school management teams. By linking the pandemic with the continuing education training for teachers, which was organised to face the difficulties arising from this challenging context, this research proposes the thesis that it is possible to learn in the adversity (and diversity) of the scenario that was set up to contain the spread of the COVID-19 virus, with the general objective of investigating and analysing the learning obtained at the school, in the perception of the school managers, from the actions proposed to deal with the challenges arising from the scenario during and after the pandemic. The theoretical framework was based on the following authors: Almeida (2000, 2021), Almeida and Valente (2022), Gatti (2020), Gonçalves (2021), Imbernón (2010; 2011), Nóvoa (2017; 2022), Nóvoa and Alvim (2021), Placco (2010), Placco and Souza (2018) and Schlemmer (2008, 2020). The data production through reflective interviews (Szymanski, Almeida and Prandini, 2018) with six school management professionals from three private schools in São Paulo city was analysed according to the approach of prose analysis (Sigalla, Placco, 2022). The results point to significant learning for the school management team in relation to: the effectivity in the communication with parents, strengthening the bond between family and school, the relevance of social relationships and emotional health for students' development and learning, and greater agility and collaborative work in the management's efforts to adopt measures. Opportunities beyond the pandemic were also highlighted, such as reflection based on the records made, society's appreciation of the school and the development of the professionals in various dimensions. However, it should be stressed that it is essential to have situations that favour the possibility of such learning. Further research is recommended into the autonomy and freedom of action of school institutions, as the analysis of the results suggests that these aspects are fundamental to face uncertainties and consequently learning, whose results could be inspiring for many institutions. The use of technology also merits further investigation in order to identify and share other productive experiences that have gone beyond the issue of communication and become an ally in students learning |
