Educação: campo de luta - um estudo sobre os congressos do Sindicato dos Professores do Ensino Oficial do Estado de São Paulo - APEOESP (1997-2006)

• Ano de defesa: 2008
• Autor(a) principal: Silva, Reni Gomes da
• Orientador(a): Vicentini, Paula Perin
• 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: APEOESP; Sindicalismo docente; Políticas educacionais; Professores paulistas; Congressos educacionais; Associacao dos Professores do Ensino Oficial do Estado de Sao Paulo; Sindicatos > Professores > Sao Paulo (estado); Educacao e Estado > Sao Paulo (estado); Ensino Médio; Educação de jovens e adultos; Educação especial; Inclusão escolar
• Palavras-chave em Inglês: Teaching union; Educational policies; Teachers from Sao Paulo; Educational congresses; High school; Young and adults education; Special education; School inclusion
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10656

The aim of this research is to analyze the educational themes which were discussed at APEOESP (Union of Teachers from Official Schools of the State of Sao Paulo) Congresses during the last decade. We intend to investigate if the Union has taken care of the formulation of educational policies through the analysis of the Resolutions that resulted from the 16th to the 21st APEOESP State Congresses, which happened between 1997 (after the promulgation of the Law of Directions and Basis of the National Education) and 2006. The Congresses are APEOESP s maximum instances of deliberation and they have the objective of evaluating the entity s situation and deliberating upon goals and action ways for the following period, assigning directions to be adopted by the educational and cultural fields and, if necessary, promoting statutory alterations. This process is controlled by those who incorporate in their habitus (according to Bourdieu) the necessary dispositions for the union work that, being able to recognize the interests and objects on debate, define what is legal for the entity s acts. After examining the material produced by the congresses, we systemized seventy themes into three big categories related to different dimensions of educational policies: organization of the pedagogical work at school; financing, management and organization of the educational system; professional formation, career and labor conditions. The analysis of this material allowed us to conclude that the best formulations and propositions were those that involved fight for better conditions of work and salary and those where the educational policies are treated as a way to answer or to propose alternatives to actions which were implemented by the state and federal governments. On the analysis of the discourse produced among debates and propositions of Education Policies by APEOESP, we used as theoretical reference Pierre Bourdieu s theories about social world and Israel Scheffler s observations about educational language