Os sentidos da escola no contexto de crise de sentido : uma análise a partir do programa educação em valores humanos/Projeto escola sustentável em Serra-ES

• Autor(a) principal: Soares, Luciana Pimentel Rhodes Gonçalves
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/1095
• topic: School; Crisis of meaning; Human development; Escola; Crise de Sentido; Formação Humana; Educação; Escolas – Educação; Educação – Condições sociais; Educação – Formação; 37

In light of the authors Berger & Luckmann (2005), De Bastiani (2008), Ferreira (2009); Peruzzo (2010) and Maia (2011), this research addresses what the authors would call a crisis of meaning, context in which a radical change of the basic conditions of human life is perceived and as well as an increasing transformation of social values. This setting reveals the condition of being in a world where what is valued is the fleeting, the apparent, superficial, and senseless. Thus, we propose an analysis of education as a process of human development, affirming the school institution as a privileged environment of emancipatory possibilities of existence. Having as context the Education Research Program in Human Values (PEVH) / Sustainable School Design (PES) carried out in one of the schools in the municipality of Serra-ES, the guiding questions aimed to investigate how this experience is linked to the utterances of the crisis of meaning and how it has favored the development of the idea of human shaping in schools. The preferred approach was the case study taking the research tools as participant observation, document analysis and interviews. From a qualitative perspective, the field research evidenced that although the meanings intended by the development of PEVH / PES in schools have attracted attention to current and relevant issues, others were confined to a deeper and wider debate about the school nowadays distancing itself from a critical perspective. Therefore by means of individual accountability, the historical contradictions were ignored.