Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Raniero, Luiz Antônio
 |
| Orientador(a): |
Albuquerque, Helena Machado de Paula |
| 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: História, Política, Sociedade
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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/10343
|
Resumo: |
This dissertation aims to understand how if gave, in the record of the Pedagogical Project, between 2005 and 2009, the incorporation of the principles of democracy and participation of educational policy embodied in Municipal Law 1976 of November 10, 2008 and General Guidelines for the educational work. Worked with analysis of documentary sources, mainly, legislation about the educational policies in Brazil and in the municipality of Várzea Paulista, in the latter, the document that records the pedagogic project of the school. As for the methodology, we used a qualitative approach, by means of interviews and focus groups with teachers of one school selected according to criteria of number of students attending and for having expressed accession to the new guidelines of municipality, seeking to understand the logic and the dynamics of the educational policy from their agents. The analysis procedures have made on the basis, among other theorists, in Antonio Novoa, Licinio Lima, Michael Apple and Gimeno Sacristán. The ideas of these authors served as reasoning for the understanding of resistance and or acceptance by the school, the new policy and the process of change as a result |
