Alfabetização de crianças em situação de vulnerabilidade social: desafios à gestão do trabalho pedagógico

• Ano de defesa: 2021
• Autor(a) principal: Morais, Angela Aparecida Bolzan de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Vulnerabilidade social; Alfabetização; Gestão escolar; Social vulnerability; Literacy; School management; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/25839

This study aims the management challenges of pedagogical work in the literacy process in institutions which work with social vulnerability situation communities. It is connected to Research Line 2 – Pedagogical Management and Educational Context, from the Graduate Program in Public Policies and Educational Management and to the Practice Research and Teacher Education Group: Basic and Higher Education GPDOC. ain purpose of this study: Understanding the pedagogical management challenges in shools which work with social vulnerability situation communities, with the perspective of projecting indicators to an emancipatory management, capable of promoting pedagogical work during the literacy process. The specific goals of this study: Identify the challenges during the literacy process of children in social vulnerability situation; recognize teaching concepts regarding learning process and the social vulnerability relation; develop indicators to an emancipatory management in vulnerability situation communities, capable of promoting pedagogical work during the literacy process. Grounded on a qualitative-narrative approach research of sociocultural nature, this study was carried out, initially, in a Public Elementary and High School in Santa Maria, RS, Brazil, with working teachers in the pedagogical area, vice-principal and pedagogical coordinator. It was used, as means of research, questionnaires, semistructured interviews and formative meeting. Afterwards, on a second part of the study, there were online meetings with two other schools in social vulnerability communities. The methodological approach focused on the collaborative perspective (ECER) based on the careful analysis of each participant, grounded on the effort of contextualizing and respecting the singularity of different experiences, aiming at the re-elaboration of knowledge and techniques to experimentation of new ways of thinking the pedagogical work in social vulnerability situation communities. The studies which based this investigation were: Bolzan (2002), Santos (2007), Ferreiro (1985), Charlot (2013), Lück (2007, 2008). From the narrative of working teachers in social vulnerability situation schools, it was observed the challenges and demands of the pedagogical work, several confrontations could be visualized, on the daily life in these communities. Challenges such as the lack of material resources to fulfill the demands and the lack of professionals from several areas, the necessity of teachers` flexibility and sensibility to work in areas in social vulnerability, where the consciousness of incompleteness and the feeling of impotence, they are constant towards the confrontations. It was highlighted the pedagogical isolation, which is related to individualism, where each teacher struggles their own challenges, pointing the lack of moments to share and exchange knowledge among the staff, and also emancipatory perspectives to pedagogical management. In the face of these obstacles, we understand the school needs a team effort to change the school environment into a dialogical and reflexive environment, where the characters, involved in the process, they are capable of creating possibilities of pedagogical practice restructuration, in a way of accomplish the demands, fulfilling the primal mission of assisting the people who see in the school the possibility of a better future, with more dignity, fraternity and equality. In this perspective, we have the necessity of building indicators to support pedagogical work at schools in social vulnerability situation areas, establishing intersectoral networks, in order to restore collaborative environment to all involved in the educational process.