Escola do futuro: desafios e perspectivas de um projeto inovador da escola sob a ótica de seus sujeitos.

• Ano de defesa: 2003
• Autor(a) principal: Monaco, Fabíola Maria
• Orientador(a): Mizukami, Maria da Graça Nicoletti
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• País: BR
• Palavras-chave em Português: Tecnologia educacional; Políticas públicas; Inovações tecnológicas
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/2525

In the current context of intense technological and paradigmatic transformations within the many institutions of the societies, the School of the Future Project (SFP) was conceived and materialized in municipal schools of Basic Education having in its scope the ideal of an inclusive and "technologically-up-to-date" education tailored for the demand of its community. In view of recent contributions of scientific literature in the educational domain regarding the centrality of the educator in the formative process, considering also its subjectivity in association with the available objective conditions (such as didactic resources, institutional culture etc.), this work aims at the perspectives of projects such the above mentioned one and is focused on answering to the question: "what conceptions, yearnings and expectations are present, under the optics of its individuals, in schools that are in the imminentcy of the implantation of technological innovation projects ?" Having as its main data source the reports "collected by means of half-structuralized interviews" directed to the individuals more directly involved in the SFP, the results show differences on the individual s degrees of involvement, which are in proportional relation to the institutional hierarchic thereby highlighting the importance of "(re)thinking" about the school structure while a community that teaches and that learns. Also it as verified the concurrency between the new challenges considered for the innovative project and the old difficulties that characterize the school (fragmentation and overload of both the functional and the organizational structure of the school) what it seems to be aggravated by the vision of the different individuals regarding the historically instituted relations between the school's internal and external instances (understanding these last ones as the educational agencies and politics). Moreover, some "veteran questions" of the educational universe seem to re-emerge driven by the feeling of instability generated by a technological innovation project within the school, namely: the relation school/family/community, curricular election and contents teaching, skills and professional development of the educator, discourses and reductionist practices of the pedagogical act. Concluding, we consider the importance of the school in the transformation vertex intended for a faired and more humanized society, and also propose some perspectives so that initiatives such as the School of the Future Project can be effective by overcoming ruptures among specificities, attributions and instances involved in projects carried on within schools, as well as overcoming of the trends toward the emphasis on the pedagogical seduction, on the undefinitions, instabilities and resistances against the necessary rearrangements in the organizational and functional structure of the school (culture, subjectivities, spaces, times, demands, "customers") and, finally, on a existential crisis of the school about "why and how" to educate and to educate themselves.