Detalhes bibliográficos
| Ano de defesa: |
2023 |
| Autor(a) principal: |
Rodrigues, Jacqueline Andrade Vieira
 |
| Orientador(a): |
Giovanni, Luciana Maria
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| 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
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| 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://repositorio.pucsp.br/jspui/handle/handle/39948
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Resumo: |
This research aims to elaborate a bibliographical review of the production of Brazilian theses and dissertations about the school administrator‘s performance for the permanence of students in situation of vulnerability, especially Primary School students, focusing on units in the public education network of the city of São Paulo. Besides, a survey is done concerning the federal and municipal legislations which guided the administrator‘s performance towards this issue. Authors like Bernard Lahire and François Dubet are part of the theoretical support of this investigation. The bibliographical review concentrates the period from 2018 to 2022, once it is considered in the Municipal Plan of Education for the city of São Paulo (2015 – 2025), with a higher focus on the publications since 2018, in order to gather the intense publications of the last five years about the child and the teenager protection. The review was carried out in the database of the Brazilian Digital Library of Theses and Dissertations (BDTD), which were selected based on the following descriptors: school permanence / exclusion X school administrator‘s role; school education / school administration X permanence in the education; school administrator‘s attributions X social and educational vulnerability / school permanence and exclusion. Data obtained were organized in charts and tables, grouping the production found in relation to: focuses of analysis, objectives, methodology and main findings of the researches. The 13 selected studies specifically articulated the relations proposed in the descriptors, and presented evidence that the school administrator faces administrative, pedagogical and social challenges that contribute to the school evasion of students in situation of vulnerability in Primary School. Such challenges in the school reality contradict the attributions proposed in the official documents of the Ministry of Education. The studies yet demonstrated that the school administration, based in the principle of the democratic administration and the principle of equity, promotes the inclusive education, obtains satisfactory results in the quality of students‘ education and contributes to the educational formation of a fair and just citizenship, confirming the research hypotheses that there is a relation of interdependence between the administrator‘s practice and the permanence of students in situation of vulnerability in Primary School. Besides, the studies revealed that the relations between the administrator‘s practices and the school experience of the students in situation of social vulnerability are always built depending on the different variables that interfere in this process: age, sex, race, social position, school level and position, types of institutions and school practices |
