State policies and school political-pedagogic organization school: between instituted and instituting

Detalhes bibliográficos
Autor(a) principal: Pereira, Sueli Menezes
Data de Publicação: 2015
Tipo de documento: Artigo
Título da fonte: Ensaio (Rio de Janeiro. Online)
Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/664
Resumo: Having its focus at the pedagogic project of basic schools, the present paper targets to verify the relationship of legal decisions instituted by the State and the so called "instituting", understood this last one as the school own political position against the above mentioned State decisions, what is reflected upon statements and practices. The qualitative approach utilizes theoretical and empirical references and aims, initially, to understand the meaning of school pedagogic project in the context of those education policies determined by LDB/96 and its complementary legislation, particularly the National Curriculum Directives for Basic Education, in order to identify the type of citizen is being sketched by current policies and  how these policies relate to a State through which they are defined. The next step is to verify, out of the results of research made at municipal schools, how these organizations understand the relatioship of State and education and how this relatioship reflects upon school educational projects and their corresponding operational conditions. It can be noticed that schools assume new discourses and translate them into projetcs and propositions echoing "instituted" discourses, whithout understandig their determining context and thus blocking practical alternatives that could rescue their social role. All this make evident how necessary is for schools to take a political position facing social and capital interests, under penalty of becoming a mere market instrument.
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spelling State policies and school political-pedagogic organization school: between instituted and institutingPoliticas del estado y organizacion politico-pedagogica de la escuela: entre el instituido y el instituyentePoliticas de Estado e organização politico-pedagogica da escola: entre o instituido e o instituinteEstado; Politicas educacionales; Proyecto pedagogico; CiudadaniaState; Education policies; Pedagogic Project; CitizenshipEstado; Politicas educacionais; Projeto-pedagogico; CidadaniaHaving its focus at the pedagogic project of basic schools, the present paper targets to verify the relationship of legal decisions instituted by the State and the so called "instituting", understood this last one as the school own political position against the above mentioned State decisions, what is reflected upon statements and practices. The qualitative approach utilizes theoretical and empirical references and aims, initially, to understand the meaning of school pedagogic project in the context of those education policies determined by LDB/96 and its complementary legislation, particularly the National Curriculum Directives for Basic Education, in order to identify the type of citizen is being sketched by current policies and  how these policies relate to a State through which they are defined. The next step is to verify, out of the results of research made at municipal schools, how these organizations understand the relatioship of State and education and how this relatioship reflects upon school educational projects and their corresponding operational conditions. It can be noticed that schools assume new discourses and translate them into projetcs and propositions echoing "instituted" discourses, whithout understandig their determining context and thus blocking practical alternatives that could rescue their social role. All this make evident how necessary is for schools to take a political position facing social and capital interests, under penalty of becoming a mere market instrument.Teniendo como foco el proyecto-pedagogico de las escuelas, el objetivo de este trabajo es verificar la relacion entre las determinaciones legales por el Estado y el “instituyente” comprendido como la posicion politica de la escuela frente a las determinaciones, lo que se refleja en las propuestas y las practicas escolares. Es un trabajo de cuño cualitativo que utiliza referenciales teoricos y empiricos y busca, inicialmente, comprender lo que representa el Proyecto-pedagogico en el contexto de las politicas educacionales determinadas porla LDB/96 y legislacion complementar, mas especificamente en las Directrices Curriculares Nacionales parala EducacionBasicaen el sentido de identificar cual es el tipo de ciudadano propuesto en las politicas actuales y cuales son las relaciones de estas con el modelo de Estado que las determinan; en un segundo momento, a traves de resultados de pesquisa en escuelas municipales, verificar como la escuela comprende las relaciones entre el Estado y la educacion y como eso se refleja en sus proyectos-pedagogicos y en las condiciones de su operacionalizacion. Se nota que la escuela asume nuevos discursos que se traducen en proyectos y propuestas, reproduciendo discursos del “instituido”, sin la comprension del contexto que lo determina, lo que impide practicas que posibiliten la recuperacion del papel social de la escuela. Esto reitera la necesidad de una politica de la escuela frente a los intereses sociales y a los intereses del capital, para no hacer de la escuela solamente uno instrumento del mercado.Tendo como foco o projeto-pedagogico das escolas, o objetivo deste trabalho e verificar a relação entre as determinacoes legais instituidas  pelo Estado e o “instituinte” compreendido como a posicao politica da escola frente a estas determinacoes, o que se reflete nas propostas e nas práticas escolares. E um trabalho de cunho qualitativo que utiliza referenciais teoricos e empiricos e busca, inicialmente, compreender o que representa o Projeto-pedagogico no contexto das politicas educacionais determinadas pela LDB/96 e legislação complementar, mais especificamente nas Diretrizes Curriculares Nacionais para a Educação Basica no sentido de identificar o tipo de cidadão que esta sendo proposto nas politicas atuais e que relacoes estas tem com o modelo de Estado que as determina; num segundo momento, atraves de resultados de pesquisa em escolas municipais, verificar como a escola compreende as relacoes entre Estado e educação e como isto se reflete em seus projetos-pedagogicos e nas condicoes de sua operacionalização. Constata-se que a escola assume novos discursos que se traduzem em projetos e propostas, reproduzindo discursos do“instituido”, sem compreensao do contexto que o determina, o que impede práticas que possibilitem a recuperação do papel social da escola. Isto evidencia a necessidade de uma posicao politica da escola frente aos interesses sociais e aos interesses do capital, sob pena da escola se tornar apenas um instrumento do mercado.Fundação CesgranrioPereira, Sueli Menezes2015-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/664Ensaio: Avaliação e Políticas Públicas em Educação; v. 16, n. 60 (2008): Revista Ensaio - Jul./Set.; 337-3581809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2pt; en; esDireitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2015-07-08T19:14:07Zoai:ojs.localhost:article/664Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2015-07-08T19:14:07Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse
dc.title.none.fl_str_mv State policies and school political-pedagogic organization school: between instituted and instituting
Politicas del estado y organizacion politico-pedagogica de la escuela: entre el instituido y el instituyente
Politicas de Estado e organização politico-pedagogica da escola: entre o instituido e o instituinte
title State policies and school political-pedagogic organization school: between instituted and instituting
spellingShingle State policies and school political-pedagogic organization school: between instituted and instituting
Pereira, Sueli Menezes
Estado; Politicas educacionales; Proyecto pedagogico; Ciudadania
State; Education policies; Pedagogic Project; Citizenship
Estado; Politicas educacionais; Projeto-pedagogico; Cidadania
title_short State policies and school political-pedagogic organization school: between instituted and instituting
title_full State policies and school political-pedagogic organization school: between instituted and instituting
title_fullStr State policies and school political-pedagogic organization school: between instituted and instituting
title_full_unstemmed State policies and school political-pedagogic organization school: between instituted and instituting
title_sort State policies and school political-pedagogic organization school: between instituted and instituting
author Pereira, Sueli Menezes
author_facet Pereira, Sueli Menezes
author_role author
dc.contributor.none.fl_str_mv


dc.contributor.author.fl_str_mv Pereira, Sueli Menezes
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Estado; Politicas educacionales; Proyecto pedagogico; Ciudadania
State; Education policies; Pedagogic Project; Citizenship
Estado; Politicas educacionais; Projeto-pedagogico; Cidadania
topic Estado; Politicas educacionales; Proyecto pedagogico; Ciudadania
State; Education policies; Pedagogic Project; Citizenship
Estado; Politicas educacionais; Projeto-pedagogico; Cidadania
description Having its focus at the pedagogic project of basic schools, the present paper targets to verify the relationship of legal decisions instituted by the State and the so called "instituting", understood this last one as the school own political position against the above mentioned State decisions, what is reflected upon statements and practices. The qualitative approach utilizes theoretical and empirical references and aims, initially, to understand the meaning of school pedagogic project in the context of those education policies determined by LDB/96 and its complementary legislation, particularly the National Curriculum Directives for Basic Education, in order to identify the type of citizen is being sketched by current policies and  how these policies relate to a State through which they are defined. The next step is to verify, out of the results of research made at municipal schools, how these organizations understand the relatioship of State and education and how this relatioship reflects upon school educational projects and their corresponding operational conditions. It can be noticed that schools assume new discourses and translate them into projetcs and propositions echoing "instituted" discourses, whithout understandig their determining context and thus blocking practical alternatives that could rescue their social role. All this make evident how necessary is for schools to take a political position facing social and capital interests, under penalty of becoming a mere market instrument.
publishDate 2015
dc.date.none.fl_str_mv 2015-07-08
dc.type.none.fl_str_mv
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/664
url https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/664
dc.language.iso.fl_str_mv pt; en; es
language_invalid_str_mv pt; en; es
dc.rights.driver.fl_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Fundação Cesgranrio
publisher.none.fl_str_mv Fundação Cesgranrio
dc.source.none.fl_str_mv Ensaio: Avaliação e Políticas Públicas em Educação; v. 16, n. 60 (2008): Revista Ensaio - Jul./Set.; 337-358
1809-4465
0104-4036
reponame:Ensaio (Rio de Janeiro. Online)
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reponame_str Ensaio (Rio de Janeiro. Online)
collection Ensaio (Rio de Janeiro. Online)
repository.name.fl_str_mv Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio
repository.mail.fl_str_mv ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br
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