O ciclo autoral: o processo de constituição da autoria no trabalho colaborativo de uma escola da Rede Municipal de Ensino de São Paulo

• Autor(a) principal: Costa, Flávio Luiz
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/42177
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Trabalho colaborativo; Diálogo; Autoria; Autonomia; Conscientização; collaborative work, dialogue, authorship, autonomy, awareness

This research investigates the development process of Collaborative Authorship Work (TCA) among students in the 7th, 8th, and 9th grades of elementary school in a school within São Paulo's Municipal Education Network. This educational public policy came into effect in 2014, during the administration of former Mayor Fernando Haddad, but is the result of a curriculum initiative started during the tenure of Municipal Secretary of Education Paulo Freire in 1989. TCA is a project implemented in school units, involving students from the Authorial Cycle under the supervision of educational coordinators and teachers, promoting the principle of authorship. The research aims to observe when adolescent students can experience collaborative work among their peers through a project that investigates a social problem and proposes an intervention. Currently, with the new guidelines of São Paulo City's Curriculum, the project aligns with some of the Sustainable Development Goals (SDGs) agreed upon by UN member countries, supporting Education for Sustainable Development and encouraging Collaborative Authorship Work. To achieve these objectives, the research is based on the thinking of Paulo Freire and Dewey, incorporating a phenomenological approach to narrative analysis. Fifteen students from the Authorial Cycle, representing all three years of the cycle, were interviewed, along with the educational team consisting of educational coordinators and two teachers from a school located in the far east of the city, inaugurated in 1989 by former Mayor Luiza Erundina and Municipal Secretary of Education Paulo Freire. The data from reflective interviews were tabulated and analyzed from a phenomenological and hermeneutic perspective, based on clusters of meaningful units. As a result, constellations were identified that resonate with the research objective, such as “Belonging'”, “Peril of Authoritarianism”, “Dialogue”, and “Practice of Freedom”, pointing towards a prospective and promising educational action that requires the attentive gaze of its main actors, the educators and students