Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
OLIVEIRA , Luysienne Silva de
 |
| Orientador(a): |
BONFIM, Maria Núbia Barbosa
|
| Banca de defesa: |
BONFIM, Maria Núbia Barbosa
,
MELO, Maria Alice
,
MACHADO, Laêda Bezerra
|
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| 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://tedebc.ufma.br/jspui/handle/tede/3134
|
Resumo: |
This study aims to analyze the intricacies of the pedagogical relationship built between supervisors and teachers of Elementary School II of public and private schools of Pedreiras, capturing the social representations emanating from this relationship. The object of the study is therefore based on the pedagogical relationship built in the daily life of these schools. The choice for the Theory of Social Representations that focuses on common sense was seen because its principles permeate the study of social relations in general and the pedagogical relationship in a specific way, helping in the understanding of educational processes, thus allowing the achievement of objectives. proposed. Therefore, the study was developed with bibliographic and field research. The bibliographical study on School Supervision was supported by Morais (1984), Rangel (2013), Grispun (2006), among others. The studies on the pedagogical relationship / school were based on Postic (1990), Freire (2011), Bonfim and Jesus (2016) and others. The study on the Theory of Social Representations was supported by Moscovici (1975; 2015), Jodelet (1989; 1998), Jovchelovich (1995; 1998), Guareschi (1995; 1998), Bonfim (2007) among others. Already performed on the public school and private school, sought theoretical support in the Federal Constitutions (1946; 1988), Federal Resolutions (2006; 2015), Constitutional Amendment (1967) and the authors Bresser Pereira (2011), Saviani (1999; 2008 ), among others. The public school, marked by the history of the struggle for free and secular education in the defense of equal conditions, and the private school, in turn, had to battle for the space that legitimizes it as an educational institution. For data collection, interviews were used as instruments in eight schools, being semi-structured in six schools and in depth in two, public and private. Data treatment was performed using the Bardin Content Analysis Technique (2016) as it allows the deduction and inference of data collected by various analysis paths. Regarding the systematization of the data, it was performed in three tabulation forms: Classification by Significance Elements with double entry tables, allowing cross-checking the answers of semi-structured interviews; Lexical Content Analysis, allowing the analysis of the amount of evocations of words grouped in thematic axes and Thematic Analysis that allowed to capture the representations of the subjects through themes and subthemes revealed in in-depth interviews. The thematic units listed were: Professional mobility, which focused on the teaching movement pointed out by the interviewees; From estrangement to belonging, in which the most significant belonging group in the school of the interviewed actors was discussed; School supervisor: a multifaceted professional who discussed the various facets of activities covered by the school supervisor; Construction of the supervisory / teacher pedagogical relationship where we sought to understand the pedagogical relationship built between these educational actors. Conclusively, the study pointed to social representations based on encouragement and guidance emanating from the pedagogical relationship between supervisor and teachers in public and private schools. In the public network, the pedagogical relationship appears to be built on freedom and commitment and, on the other hand, in the private network, it appears to be based on the fulfillment of the obligations established by the school. It also emerged that representations of the role of the school supervisor as a professional that remedies all school problems, leading him to perform light and often improvised tasks. Finally, we interpret that supervisor / teachers have social representations that congregate them in a group of belonging formed from values, beliefs, behaviors, knowledge, cognition and affection. |
