Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Melo, Regiane Souza de
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| Orientador(a): |
Liberali, Fernanda Coelho
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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 Pós-Graduação em Educação: Formação de Formadores
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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/42903
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Resumo: |
This research analyzed the outcomes of the actions promoted by the Projeto Brincadas – COLINA 2023 for social transformation, correlating them with the General Competencies of the National Common Curricular Base. The Projeto Brincadas is investigated as an initiative that seeks to engage groups of participants from educational institutions in activities that promote the understanding of ethical-political suffering (Sawaia, 2014b, 2014c, 2018), with the goal of enhancing collective political action in their communities. The research was conducted using the Critical Collaborative Research (PCCol) methodology (Magalhães, 2012) and was theoretically based on the principles of Engaged Multiliteracies (Liberali, 2022), which aims to foster critical awareness and individual engagement. Furthermore, the study addressed the Spinozan concept of the power to act (conatus) (Spinoza, 2009), proposing that human interactions have the potential to expand both individual and collective agency, contributing to the construction of the common good. The investigation also explored the concept of ethical-political suffering (Sawaia, 2014b, 2014c, 2018), not only as individual experiences but as manifestations of the social injustices experienced collectively. Data were collected from the presentations of the groups during the meeting held in October 2023. The study adopted a qualitative approach, focusing on the participants' verbal and non-verbal interactions. The study explored the specificities of the discourses in the performances and analyzed the symbolism observed in the final presentations of the schools and groups participating in the Projeto Brincadas, in addition to investigating social indicators to establish comparisons with the information presented. The results demonstrated how educational projects of social engagement can be structured to involve educators and students in recognizing and acting against social inequalities and injustices, thereby promoting a truly transformative education that is responsive to the needs of the communities |
