Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Ingarano, Fernanda Marques de Souza
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| Orientador(a): |
Szymanski, Luciana
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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: Psicologia da Educação
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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/24802
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Resumo: |
As a result of the worldwide pandemic situation by COVID-19 , Brazil began with isolation measures in mid-march 2020. Since then, the population has been impacted in several ways, and a pre-existing structural crisis has become even more evident: the access to basic conditions to people from the outskirts of big cities. Face with such a crisis, ECOFAM (Research Group on Psychoeducational Practices and Psychoeducational Attention to School, Family and Community) developed interventional strategies with the partner territory, the community of Brasilândia (North Zone of São Paulo). Due to the pandemic, educators in the territory had their work radically modified and ended up being neglected in regards to its care, when they prioritized their families and students. From the experience with thirteen women educators from different public schools, mostly from the territory of Brasilândia , through a dialogical and reflexive group named by the research group as “Rodas de ConversAção (Groups for ConversAction)”, the present research aimed to answer the following question: What is revealed in a dialogical space for education workers from the public network? The group lasted five months, with weekly meetings of one and a half hours each, totaling sixteen meetings on online platforms. The theoretical-methodological referential used was Existential Phenomenology. In tuning with the method, the research was inspired by the Reflexive Meetings. Ten of the meetings were described and transcribed and the content of the speeches were organized into two constellations: (1) Fear: the fragility of our condition; and (2) Confrontations: the power of dialogue. Against the background a high number of deaths in the country, above all in the outskirts, and the complex Brazilian political situation, questions such as: the significant change and rupture related to the meaning of work; concern with community survival, school dropouts and gender inequality concerning domestic and professional work overload for women, feelings such as: anxiety, fear, anguish, loneliness, impotency, feelings of rupture and helplessness were highlighted during long meetings. The dialogical and reflexive group with professional listening revealed itself to be a potent tool in coping with the crisis for educators. From the process, they understood the group experience as a space of: information; forwarding; sharing experiences; developments for reflections on practice; care; reception; strengthening of bonds; respectful coexistence and resistance. It was concluded that the tool was an important instrument for reflections and actions in crisis situations, and also, for other situations in the school context. The proposal would be a counterpoint to conceptions of education governed by market logic, such as conteudists and productivists, since it offers the possibility of building spaces that prioritize human relations and critical and reflective thinking, making those involved co-authors of their own teachinglearning processes |
