Quem conta um conto, aumenta um ponto? dimensões de uma assessoria pedagógica externa no movimento curricular numa escola ribeirinha nascente

• Autor(a) principal: Fonseca, Selma Carvalho
• Data de Publicação: 2020
• 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/23453
• topic: Assessoria pedagógica externa; Comunidade ribeirinha; Baixo Amazonas; External pedagogical consultancy; Riverside community; Lower Amazon; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

Working with innovation in a curricular movement is both a privilege and a huge challenge, given the many social, political, economic and cultural demands one can find in the educational process, as in the case of a external pedagogical consultancy done for a school at/from the lower Amazon area. Therefore, this research aims to analyze how the dimensions of this consultancy are set, looking into the possibilities and boundaries based on an ethnographic action research outlined by the various incursions carried out on site. The first chapter traces the chosen methodological path using the structure proposed by Tripp (2005) for data analysis. The people involved in the curriculum are the Nova Jerusalém community, the school staff and the administrators of the Non-Governmental Organization (NGO). The glimpses of the anthropological dimension are found in chapter 2. They are based on the contextualization of the reality of those who live by the riverside and on the concepts of culture and traditional community proposed by Cohen (1985), Gusfield (1975), Lira; Chaves (2016), Chaves (2001), Lemos (2009), Chiriboga (2006), Pinto (1999) and Diegues (2002). In the third chapter, it is shown that the political-pedagogical dimension can be grounded on the characterization of the emerging school as a countryside school that aims to go against exclusion in the countryside, having singular legislation and characteristics, which are advocated by Arroyo (1982), Bavaresco and Rauber (2014), Hage and Barros (2010), Torres (2008) and Kanavoura (2006). In chapter 4, it is proposed the pedagogical and epistemological dimensions, based on the research of the context of the Raio de Luz school/Etam‟s political-pedagogical project and on its role in the curricular movement. In order to conceptualize the innovation of the curriculum, the works of Masetto (2018), Carbonell (2002) and Hernandez (2000) were used as theoretical framework. In the fifth chapter, the question is raised whether the consultancy proposed contributes in any way to the curricular movement in the reality of a traditional riverside community. To understand this proposal in light of the literature, the theoretical framework used was composed by the works of Lima (2007), Segóvia (2007, 2010), Velho (2012), Machado (2014), Silva (2018) and Oliveira and Santos (2007). After analyzing the configuration of the dimensions of the consultancy, it seems that progress has been made in relation to the criticisms pointed out in the literature, when it comes to the movement of resistance to the relations of exclusion in the countryside, for the cultural values and the rights of the traditional riverside communities were taken into account. However, as the pedagogical work is always inconclusive, there are probably still many dimensions yet to be explored in order to meet the demands of a riverside context. Yet the hope is that the consultancy may add in at least one aspect: giving voice to the riverside population