Eu sou a escola: o par dialético diretor e escola na perspectiva da teoria walloniana

• Autor(a) principal: Rabelo, Katia Martinho
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/22145
• topic: Psicogenética walloniana; Afetividade; Diretores escolares; Wallonian psychogenetic; Affectivity; School principals; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM

The purpose of this study was to discuss the constitution of the two director’s person of a public school of the city of Teresina - PI, as they were affected by the school constitution itself, in a dialectical relationship between their lives and the life of the school. The psychogenetics of Henri Wallon (1879-1962) is used as the theoretical framework to understand how a person is shaped and the elements and the person constituents from the process of building self-consciousness that goes from syncretism to differentiation. This work intends to point out how the historical elements, in the lives of the principals are intertwined with the stories and the constitution of the school as they built their pedagogical project. Some questions were triggers for this work. It will become evident that existing elements in the Political Pedagogical Project were affected by the directors subjectivity; the relationship between of opposition and complementarity the challenges faced by the principals and the community, form a new reality through a dynamic process; the relationship between the pedagogical framework and the students' learning outcomes; the process of identifying the meaning of school and the understanding of the school’s social function; in what ways do the administrators in the school care for the social and emotional wellbeing of students; what the bases for the professional development in this pedagogical project are; and the meanings that teachers and the community attach to this school. Dialectic materialism was the method of understanding the context, both of contradiction and resemblance, in an imbrication, appropriation, identification, and differentiation relationship. The data production was based on the reflective interviews (SZYMANSKI, ALMEIDA and PRANDINI, 2018) with the two principals. The interviews analyzed allowed us to understand the dialectical pair (principals and school) according to the wallonian concept, of organism-environment that they were mutually constructing. The individuals have come to believe in the possibility of the transformation of a previously precarious and needy reality into a school where children are happy to learn from an individual recognition and the perception of their abilities and potentialities. Self-awareness was the driving force for this consciousness and the accomplishment of the school’s social function