Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Ponso, Ana Paula de Souza
 |
| Orientador(a): |
Ponce, Branca Jurema |
| 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 Estudos Pós-Graduados em Educação: Currículo
|
| 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://tede2.pucsp.br/handle/handle/22048
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Resumo: |
This research sought to understand what the school subjects (managers, teachers, students and employees) understand through school coexistence, considered as one of the ways of constructing social interrelations. It understands the school coexistence as a dimension of curricular justice (PONCE, B. J., 2016a, 2016b), which can instrumentalize the subject for the search for political, economic, social and cultural means for a more dignified and happy life. It has as theoretical framework Jares (2007, 2008), Marías (2003) and Morin (2015), which presented concerns with the coexistence, which suffers from the non-perception of its potential for the education of the subject and presents itself in human relations without critical reflection. The research was characterized as qualitative, because it considers both the subject and the reality in which he/she is inserted as fundamental in the process of knowledge construction. The research proposal was realized by listening to the voices of the subjects of an extended time High School in the state public network, located on the outskirts of the city of São Paulo, Brazil. To know the understandings of the school managers, we opted to conduct an individual interview; in order to hear the conceptions of teachers, coordinators and employees, focus groups were held; and to gather perceptions of the students a questionnaire was used. The data produced were interpreted from a type of analysis of the content proposed by Bardin (2016). The analysis of the voices of the subjects was organized in: a) Understandings about school coexistence; b) Impacts of extended time on school coexistence; c) Enchantment and disenchantments of school coexistence; d) The spaces of school coexistence; e) Relationship between coexistence and curriculum; and f) Education and school coexistence. The results obtained demonstrate the importance of school coexistence for the education of the subjects and reveal that further investigations are needed to strengthen the contributions of school coexistence in the perspective of curricular justice |
