Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos
Autor(a) principal: | |
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Data de Publicação: | 2016 |
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/19527 |
Resumo: | This doctoral thesis, situated in the field of Applied Linguistics, seeks to address the role of language in different school settings. Through the study of three distinct schools of the Brazilian public education, a more traditional one, another full-time with experimental involvement projects with students and the last one with democratic principles without walls, classes, grading or classification. The present research pursues to answer how the relations of power and control in social positions and discursive mediation artefacts constitute a specific school space and thus, influence the conscience formation of its participants. The research also investigates how a school space, and its relationship with a distinct physical space, contributes to different possibilities of social positions of psychological tools and discursive artefacts. Therefore, based on a socio historical cultural research, exploring the concept of mediation [oposredovanie] Vygotsky (1978, 1981, 1987, 2009 [1934]), we seek to understand how the human cultural development is being performed and how participants of this culture are mutually shaped, for being social, cultural and institutionally situated. From the reflections of Bakhtin (2010 [1924]) and Bernstein (2003 [1990], 1996, 1999, 2000) other aspects are analysed. The first author bolsters this research with studies on the architectonic form, aesthetic and genre, in which we attempt to understand the verbal-visual mass of an architectonic whole and thus, understand their interdependencies, its dialogical and axiological positions in architectonic form that governs the construction of a verbal-visual mass. The second contributed with studies on the relations of power and control within an institution that tend to govern the forms of communication or open spaces for different forms of communication to be materialised. This research indicated that it is possible to break the boundaries of power and control, discourses and regulatory practices of more traditional physical and social school spaces and therefore, break the invisible barriers, offering a more horizontal space of social positions, exchange, identities and voices of its participants. In this sense, we believe that it is possible to reconfigure the architectonic form of any physical and social space in order to propose different relationships between agents, hierarchical rules etc. To this end, we note the importance of the verbal-visual productions in different school spaces, which favoured the voice of the student, reconfiguring their dialogic and axiological positions in the architectonic form of the school social space. Thus, even in a more traditional organizational and pedagogical space context, we found that the social basis, the voice and identity of students, when privileged, generated a school closer to students, which engendered feelings of belonging and school recognition relationship as a change agent for achievement of future dreams |
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Cavenaghi-Lessa, Angelahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4483747Y1Tanzi Neto, Adolfo2016-12-19T11:13:47Z2016-06-10Tanzi Neto, Adolfo. Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos. 2016. 362 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19527This doctoral thesis, situated in the field of Applied Linguistics, seeks to address the role of language in different school settings. Through the study of three distinct schools of the Brazilian public education, a more traditional one, another full-time with experimental involvement projects with students and the last one with democratic principles without walls, classes, grading or classification. The present research pursues to answer how the relations of power and control in social positions and discursive mediation artefacts constitute a specific school space and thus, influence the conscience formation of its participants. The research also investigates how a school space, and its relationship with a distinct physical space, contributes to different possibilities of social positions of psychological tools and discursive artefacts. Therefore, based on a socio historical cultural research, exploring the concept of mediation [oposredovanie] Vygotsky (1978, 1981, 1987, 2009 [1934]), we seek to understand how the human cultural development is being performed and how participants of this culture are mutually shaped, for being social, cultural and institutionally situated. From the reflections of Bakhtin (2010 [1924]) and Bernstein (2003 [1990], 1996, 1999, 2000) other aspects are analysed. The first author bolsters this research with studies on the architectonic form, aesthetic and genre, in which we attempt to understand the verbal-visual mass of an architectonic whole and thus, understand their interdependencies, its dialogical and axiological positions in architectonic form that governs the construction of a verbal-visual mass. The second contributed with studies on the relations of power and control within an institution that tend to govern the forms of communication or open spaces for different forms of communication to be materialised. This research indicated that it is possible to break the boundaries of power and control, discourses and regulatory practices of more traditional physical and social school spaces and therefore, break the invisible barriers, offering a more horizontal space of social positions, exchange, identities and voices of its participants. In this sense, we believe that it is possible to reconfigure the architectonic form of any physical and social space in order to propose different relationships between agents, hierarchical rules etc. To this end, we note the importance of the verbal-visual productions in different school spaces, which favoured the voice of the student, reconfiguring their dialogic and axiological positions in the architectonic form of the school social space. Thus, even in a more traditional organizational and pedagogical space context, we found that the social basis, the voice and identity of students, when privileged, generated a school closer to students, which engendered feelings of belonging and school recognition relationship as a change agent for achievement of future dreamsEsta tese de doutorado, situada no campo da Linguística Aplicada, nasce da necessidade de discutirmos o papel da linguagem em diferentes contextos escolares. Por meio do estudo de três escolas distintas da rede pública brasileira de ensino, uma mais tradicional, outra com projetos experimentais de envolvimento dos alunos e período integral e outra com princípios democráticos sem paredes, aulas, seriação ou classificação, a pesquisa busca responder como as relações de poder e controle nos posicionamentos sociais e nos artefatos discursivos de mediação constituem-se em um espaço escolar específico e, assim, influenciam na formação da consciência dos seus envolvidos. A pesquisa investiga, também, como um espaço escolar e sua relação com um espaço físico distinto contribuem para diferentes possibilidades de posicionamentos sociais, de ferramentas psicológicas e de artefatos discursivos. Para tanto, embasados em uma pesquisa de cunho sócio, histórico e cultural, explorando o conceito de mediação [oposredovanie] de Vygotsky (1978, 1981, 1987, 2009 [1934]), buscamos a compreensão de como se dá o desenvolvimento cultural humano e como os participantes dessas culturas são mutuamente modelados, por estarem social, cultural e institucionalmente situados. A partir das reflexões de Bakhtin (2010 [1924]) e de Bernstein (2003 [1990], 1996, 1999, 2000) outros aspectos são analisados. O primeiro autor ampara esta pesquisa com os estudos sobre forma arquitetônica, estética e gênero, nos quais buscamos entender a massa verbo-visual de um todo arquitetônico e, assim, compreender as suas interdependências, suas posições dialógicas e axiológicas na forma arquitetônica que governa a construção de uma massa verbo-visual. O segundo contribui com os estudos sobre as relações de poder e controle dentro de uma instituição, que tendem a governar as formas de comunicação ou a abrir espaços para que diferentes formas de comunicação insurjam. Esta pesquisa apontou para o fato de que é possível quebrar as fronteiras de controle e poder, de discursos e práticas reguladoras de espaços físicos e sociais escolares mais tradicionais e, assim, romper com as barreiras invisíveis, oferecendo um espaço de posicionamentos sociais mais horizontal, de troca, de identidades e vozes de seus participantes. Nesse sentido, entendemos que é possível reconfigurar a forma arquitetônica de qualquer espaço físico e social, de modo a propor diferentes relações entre agentes, regras hierárquicas etc. Para tanto, notamos a importância das produções verbo-visuais, nos diferentes espaços escolares, que privilegiavam a voz do aluno, reconfigurando suas posições dialógicas e axiológicas na forma arquitetônica do espaço social escolar. Assim, mesmo em um contexto de organização de espaços e orientação pedagógica mais tradicional, constatamos que a base social, a voz e a identidade dos alunos, quando privilegiadas, geram uma relação mais próxima de pertencimento escolar e de reconhecimento da escola como agente de mudança para conquista de sonhos futurosCoordenação de Aperfeiçoamento de Pessoal de Nível SuperiorConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/40496/Adolfo%20Tanzi%20Neto.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesArquitetônica social escolarPoder e controleEspaçosArtefatosSocial school architectonicPower and controlSpacesArtefactsCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAArquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursosSocial school architectonic: a social, historical and cultural study about power and control relations in spaces, artefacts and discoursesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAdolfo Tanzi Neto.pdf.txtAdolfo Tanzi Neto.pdf.txtExtracted texttext/plain319913https://repositorio.pucsp.br/xmlui/bitstream/handle/19527/4/Adolfo%20Tanzi%20Neto.pdf.txt3fe4af923671902c8a5585914508be7cMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos |
dc.title.alternative.eng.fl_str_mv |
Social school architectonic: a social, historical and cultural study about power and control relations in spaces, artefacts and discourses |
title |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos |
spellingShingle |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos Tanzi Neto, Adolfo Arquitetônica social escolar Poder e controle Espaços Artefatos Social school architectonic Power and control Spaces Artefacts CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos |
title_full |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos |
title_fullStr |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos |
title_full_unstemmed |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos |
title_sort |
Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos |
author |
Tanzi Neto, Adolfo |
author_facet |
Tanzi Neto, Adolfo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Cavenaghi-Lessa, Angela |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4483747Y1 |
dc.contributor.author.fl_str_mv |
Tanzi Neto, Adolfo |
contributor_str_mv |
Cavenaghi-Lessa, Angela |
dc.subject.por.fl_str_mv |
Arquitetônica social escolar Poder e controle Espaços Artefatos |
topic |
Arquitetônica social escolar Poder e controle Espaços Artefatos Social school architectonic Power and control Spaces Artefacts CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Social school architectonic Power and control Spaces Artefacts |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This doctoral thesis, situated in the field of Applied Linguistics, seeks to address the role of language in different school settings. Through the study of three distinct schools of the Brazilian public education, a more traditional one, another full-time with experimental involvement projects with students and the last one with democratic principles without walls, classes, grading or classification. The present research pursues to answer how the relations of power and control in social positions and discursive mediation artefacts constitute a specific school space and thus, influence the conscience formation of its participants. The research also investigates how a school space, and its relationship with a distinct physical space, contributes to different possibilities of social positions of psychological tools and discursive artefacts. Therefore, based on a socio historical cultural research, exploring the concept of mediation [oposredovanie] Vygotsky (1978, 1981, 1987, 2009 [1934]), we seek to understand how the human cultural development is being performed and how participants of this culture are mutually shaped, for being social, cultural and institutionally situated. From the reflections of Bakhtin (2010 [1924]) and Bernstein (2003 [1990], 1996, 1999, 2000) other aspects are analysed. The first author bolsters this research with studies on the architectonic form, aesthetic and genre, in which we attempt to understand the verbal-visual mass of an architectonic whole and thus, understand their interdependencies, its dialogical and axiological positions in architectonic form that governs the construction of a verbal-visual mass. The second contributed with studies on the relations of power and control within an institution that tend to govern the forms of communication or open spaces for different forms of communication to be materialised. This research indicated that it is possible to break the boundaries of power and control, discourses and regulatory practices of more traditional physical and social school spaces and therefore, break the invisible barriers, offering a more horizontal space of social positions, exchange, identities and voices of its participants. In this sense, we believe that it is possible to reconfigure the architectonic form of any physical and social space in order to propose different relationships between agents, hierarchical rules etc. To this end, we note the importance of the verbal-visual productions in different school spaces, which favoured the voice of the student, reconfiguring their dialogic and axiological positions in the architectonic form of the school social space. Thus, even in a more traditional organizational and pedagogical space context, we found that the social basis, the voice and identity of students, when privileged, generated a school closer to students, which engendered feelings of belonging and school recognition relationship as a change agent for achievement of future dreams |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-12-19T11:13:47Z |
dc.date.issued.fl_str_mv |
2016-06-10 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Tanzi Neto, Adolfo. Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos. 2016. 362 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/19527 |
identifier_str_mv |
Tanzi Neto, Adolfo. Arquitetônica social escolar: um estudo sócio, histórico e cultural sobre as relações de poder e controle nos espaços, artefatos e discursos. 2016. 362 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016. |
url |
https://tede2.pucsp.br/handle/handle/19527 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
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MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1809277860174626816 |