Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Pereira, Denise Pinhas
 |
| Orientador(a): |
Aguiar, Wanda Maria Junqueira de |
| 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: Psicologia da Educação
|
| 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/23158
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Resumo: |
The aim of this research is to try to understand how the discourse of each institution approaches or departs from its identity statement made in the Political Pedagogical Project. For this, as a theoretical-methodological basis, the research adopts historical dialectical materialism and Socio-Historical Psychology, which bring the possibility of a critical analysis due to its epistemological, theoretical and methodological foundations. For this purpose, PPPs and some communiqués from two private schools in the south and west of São Paulo about the conjuncture of teacher stoppages in 2017 and 2018 were selected. In addition to the reference already mentioned, we highlight the importance of use, for the analytical process, of theoretical references about the Political Pedagogical Project, also anchored in a historical and critical thought. The analysis will seek to highlight the approximations and distances between these communiqués and the PPPs, understanding that the communiqués were produced at a time of political crisis not experienced by private schools in São Paulo for many decades |
