Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
RAMOS, Melcka Yulle Conceição Ramos
 |
| Orientador(a): |
CARDOZO, Maria Jose Pires Barros
|
| Banca de defesa: |
CARDOZO, Maria José Pires Barros
,
DUBLANTE, Carlos Andre Sousa
,
BIANCHINI, Angelo Rodrigo
,
SANTIAGO, Alda Margarete Silva Farias
,
SILVA, Ana Cristina Champoudry Nascimento da
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| Tipo de documento: |
Tese
|
| 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/5877
|
Resumo: |
This thesis deals with Full-Time Secondary Education at Centros Educa Mais in São Luís, MA. It was developed in the Postgraduate Program in Education (PPGE), linked to the Research Line: History and Policies of Education and the Research Group: Educational Policies and Management and Human Training. The objective of the research was to analyze the political-institutional dynamics and developments in the implementation of Full-Time High School in the state public network in São Luís, MA, with an emphasis on the changes promoted in school organization and management and in the pedagogical proposal, in view of the transformation of teaching units in Centro Educa Mais. To this end, we carried out bibliographical, documentary and field research. The bibliographical research relied on the theoretical contribution of Marx and Engels (1998, 2008); Gramsci (2004, 2007); Masson (2007, 2013, 2014); Libaneo; Oliveira and Toschi (2012); Saviani (2007, 2011) and Veiga (2009, 2010, 2013). We analyzed the documents Operational Guidelines 2021: IEMA and Educa Mais Centers (Maranhão, 2021c), the 3 (three) ICE Training Notebooks, 1 (one) Introduction to the Theoretical Bases and Methodologies of the School of Choice Model (ICE, 2015a), 2 (two) Pedagogical model: educational principles (ICE, 2015b), 3 (three) Educational Management Technology Principles and Concepts Planning and Operationalization (ICE, 2015c), and the Political-Pedagogical Projects (PPP's) and Action Plans of the Educa Mais Centers researched. The field research took place through semi- structured interviews with managers and teachers from two schools in the Maranhão State Public Education Network that became Centro Educa Mais, located in São Luís, MA. To analyze the interview data, we opted for Content Analysis (Bardin (2011). The inferences were made using a qualitative approach, from a materialist and historical perspective, which allowed us to verify that the process of implementing Full-Time High Schools in the State of Maranhão, it occurred with the establishment of a public-private partnership between the Government of the State of Maranhão and the Institute of Co-responsibility for Education (ICE). ICE introduced the Escola da Escolha Model in the Educa Mais Centers, which is supported. under two structures, the Management Model and the Pedagogical Model. The dissemination of the concepts of individual, society, education, school and human formation proposed by the Institute, through the Training Notebooks, continued training and pedagogical and didactic monitoring of the Teams of Implementation of ICE in Educa Mais Centers, contributed to redefining the social function of the school, affecting the relationships between members of the school community of these Centers, modifying the organization and management of school processes, that is, reflecting on the objectives, content, in teaching methods and assessment, as well as in the form and content of the school, thus promoting new meanings to education and school. We conclude that we are facing a context that challenges education professionals and individuals who are part of sectors committed to the democratization of public education, to create channels for the school community to participate in the school's decision-making process, affirming it as a public space for education. citizenship. |
