Práticas emancipatórias na escola pública

• Ano de defesa: 2007
• Autor(a) principal: Duarte, Zuleyka da Silva
• Orientador(a): Oliveira, Avelino da Rosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Teoria crítica; Educação; Emancipação; Ideologia; Resistência; Escola pública
• Palavras-chave em Inglês: Critical theory; Education; Emancipation; Ideology; Resistance; Public school
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1701

The accomplishment of this research had as a purpose to investigate how emancipatory practices exist and remain in the public school, considering that the public politics which were adopted for education today make it easy for the pedagogical work to grow tradicional education theories, acriticals and which transmite the ideology put in the effective political system. But the conviction that in an environment where there is a permanent socialization would be a space of resistance to the tradicional models justifies the importance of the accomplishment and importance of this paper.The methodology used suggests a qualitative ethnographic research, considering that it was made starting by observations, interviews and documental analysis, to get the most facts and information. which can contribute to the analysis and interpretation of the results. The theory was embased on two important pillars: the critical education theory represented mainly by the frankfurtian Theodor Adorno, Max Horkheimer and their followers whose theories embased on the construction of the concept of emancipation and for a reflection about the education as a social practice. On a second moment, the critical pedagogy, represented mainly by Paulo Freire who gives support for a reflection centered on school,on public politics and on teaching practice.. The analysis of the facts shows the importance of colletivity, of critical reflection and of resistance as a basis for the emancipatory process, which became evident at the school of the research.