Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Mannini, Bartira
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| Orientador(a): |
Chiozzini, Daniel Ferraz
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| 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://repositorio.pucsp.br/jspui/handle/handle/39424
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Resumo: |
This research is an investigation into the practices of Educational Guidance (EG) in Vocational Schools, placing them within the scope of Brazilian Educational History and analyzing the innovative meaning attributed to them by reference literature on the subject. The sources used are two documents from that time titled "Educational Guidance", one being an internal evaluation report of the experience, and the other a compilation of the data from that report reorganized for external publication. Drawing on the framework of Cultural History, the research views both printed materials as cultural objects laden with intentions that, in general terms, sought to implement a new perspective on student and teacher development. The objective of this research was to understand how the Educational Guidance carried out in Vocational Schools can be considered a work of educational renewal. In this regard, the initial hypothesis was that the practices carried out by the OE department of Vocational Schools played a strategic role by integrating all dimensions of the curriculum and drawing upon different perspectives present in the field of Pedagogy at that time, representing an appropriation of different trends of the era, not limited to professionalizing objectives and psychological methodologies of that period. This research unfolded in two chapters, one focused on the profession of Educational Guidance in Brazil, and the other describing the practices of this profession within Vocational Schools. The initial hypothesis was confirmed as the research results showed that the official function of Educational Guidance, as indicated in the legislation of that time, related it more to a career guidance role than to a comprehensive education that considered not only training but also self-awareness and awareness of the world, as practiced in Vocational Schools. The fact that other educational experiences of the time, which gave EG the role of comprehensive student development, were also experiences of educational renewal, both Brazilian and international, further supports the confirmation of the initial hypothesis. The use of sociometry for forming work groups and the emphasis on groupings as a means of learning to live collectively were innovative practices of OE in Vocational Schools. Despite their innovative nature, the research also points out peculiarities of Vocational Schools that reveal conservative approaches to sexual education and Catholic morality |
