Da inovação em educação às escolas emergentes : papel social, valores e estratégias para a formação humana

• Autor(a) principal: Antunes, Diogo Silveira Heredia y
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8014
• topic: Papel Social da Escola; Valores; Estratégias para a Formação Humana; Escolas Emergentes; Educação Infantil; CIENCIAS HUMANAS::EDUCACAO

This research has as main question to analyze the social role, values and strategies of human formation of the emerging schools. It is characterized as a qualitative exploratory research. It is organized from two spectra, a theoretical discussion supported by the literature and an empirical component, carried out through interviews with coordinators, teachers and mothers of two Neo humanistic children's education schools located in Porto Alegre (RS). For analysis of the research findings, it was used as methodology the Content Analysis organized in thematic categories. The emergent schools constitute in this research as a set of educational spaces that find as characteristics in common perspectives based on: complexity, transdisciplinarity, multidimensionality, interaction in the process of knowledge construction and ethics. This concept is more coherent to define the schools that were part of this research than the term innovative schools. The results show that the schools that were part of the field research take as a central point in their way of being school a set of values based on the Neo humanistic Philosophy called principles of Yama and Niyama, originated in Tantra, ancient philosophy of India. Other emerging schools also take as their central point values that find affinities with the principles of Yama and Niyama and which, like these, transcend any social, racial or religious sectarianism. This values express themselves in educational practice through strategies for human formation, which were being developed by the schools and applied day by day with the children. In the case of Neo humanist schools, these strategies can be divided into three blocks, which are: a) the four pillars, namely, Yoga, meditation, vegetarian eating and the principles of Yama and Niyama; b) activities related to philosophy, stories related to values, songs and songs; and c) other pedagogical activities, which include a wide range of elements such as stories, cooperative games, games, painting, among others. Both the values and the strategies for human formation are aligned with the social role that these schools intend to assume, which includes a set of elements that can be summarized as follows: in a broad way, schools make a commitment with life, and work for us to adopt other ways of occupying the place of humanity in the Kósmos, which passes through the conscientious maturing of humanity. In addition, the school places itself as a protected place, with space to experience cultural plurality and at the same time that it has affinity with the values of the families that integrate its community, it also expands the familiar horizons. Finally, I make a synthesis about the reflections made from interviews and visits in emerging schools that points to some relevant issues that have been shown as common points in these different experiences, which are: Education perceived as a way to learn to live in the world; the deep sense of cooperation in relationships; the relationship with nature, recognizing her as a mistress and nourish mother; the school as a place of self-knowledge; and the emerging school as a possible space to reinvent the world.