Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es

• Ano de defesa: 2021
• Autor(a) principal: Souza, Marta Gresechen Paiter Luzia de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Linguagens (IL); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Estudos de Linguagem
• Palavras-chave em Português: Ação-pesquisa crítico-colabor(ativa); Aprendizagem-desenvolvimento; Socio[educação] como prática da liberdade; Crítica explanatória; Transform(ação) social; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; Critical-collaborative research-action; Learning and development unity; Socio[education] as a practice of freedom; Explanatory critique; Social transformation
• Link de acesso: http://ri.ufmt.br/handle/1/3675

This thesis is the instrument-and-result of a critical-collaborative research-action experienced in the context of the State School Meninos do Futuro, linked to the socio-educational institution called Centro Socioeducativo Pomeri, located in Cuiabá, capital of the state of Mato Grosso, Brazil. This conjuncture of the public social policy of socio-education integrates a wide and complex network of socio-educational assistance of the Pomeri Complex, comprising juvenile detention units, organs and subsystems within the Child and Adolescent Rights Guarantee System. The research-action practices include the participation of the researcher-participant, together with the socio-educational school community, in theoretical-practical actions, such as the meetings of the government project Pró-Escolas Formação na Escola – PEFE, in order to contribute to: i) the production of theoreticalpractical knowledge based on the transformative agency [action and reflection] and supported by the ontology of being with the other; ii) the strengthening of critical-collaborative cultures in socio-educational praxis; and iii) the recreation of teaching-learning modes oriented towards criticism and social transformation. The onto-epistemological and methodological references of this study intertwine the basic concepts of ontological components of the social world, according to the philosophy of Critical Realism, the dialectic unit of learningdevelopment, in the socio-historical-cultural perspective, the conception of social and semiotic interaction, based on the dialogical philosophy of language, as well as the understanding of the critical pedagogy of socio[education] as a practice of freedom. This socio-discursive analytical process recontextualizes and articulates, transdisciplinarly, analytical categories from Critical Discourse Analysis in interface with Systemic-Functional Linguistics. Data were generated and collected between February and December 2018, through audio and video recordings of the 25 PEFE meetings and through semi-structured oral interviews with 23 research participants. The community under analysis is composed of 1 school director, 2 pedagogical coordinators, 10 teachers (belonging to the areas of natural sciences and mathematics, language sciences and human sciences), 9 educational administrative support personnel, 3 educational administrative technicians and 1 participantresearcher. The results point to structural impossibilities arising from the socio-politicaleconomic conjuncture, ideological constraints in the field of social and discursive reproduction, and possibilities recreated by the transformative agency of subjects of contemporary praxis, which are evidenced in movements of ruptures and continuities oriented towards the establishment of socio-education in the perspective of emancipatory social education, through socio-discursive traits of self-referentiality and social (re)positioning. The explanatory critique resulting from this research-action alludes to the imminent need to implement cultural spaces of continuous development in socio-educational detention centers for the consolidation of potential socio-educational [transdisciplinary, cross-sectoral, transversal] practices that allow an integrated and articulated agency of the members of the socio-educational community, with a view to materializing practices capable of recreating a (new) culture in the socio-educational system.