Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFMA |
Texto Completo: | https://tedebc.ufma.br/jspui/handle/tede/tede/3134 |
Resumo: | This study aims to analyze the intricacies of the pedagogical relationship built between supervisors and teachers of Elementary School II of public and private schools of Pedreiras, capturing the social representations emanating from this relationship. The object of the study is therefore based on the pedagogical relationship built in the daily life of these schools. The choice for the Theory of Social Representations that focuses on common sense was seen because its principles permeate the study of social relations in general and the pedagogical relationship in a specific way, helping in the understanding of educational processes, thus allowing the achievement of objectives. proposed. Therefore, the study was developed with bibliographic and field research. The bibliographical study on School Supervision was supported by Morais (1984), Rangel (2013), Grispun (2006), among others. The studies on the pedagogical relationship / school were based on Postic (1990), Freire (2011), Bonfim and Jesus (2016) and others. The study on the Theory of Social Representations was supported by Moscovici (1975; 2015), Jodelet (1989; 1998), Jovchelovich (1995; 1998), Guareschi (1995; 1998), Bonfim (2007) among others. Already performed on the public school and private school, sought theoretical support in the Federal Constitutions (1946; 1988), Federal Resolutions (2006; 2015), Constitutional Amendment (1967) and the authors Bresser Pereira (2011), Saviani (1999; 2008 ), among others. The public school, marked by the history of the struggle for free and secular education in the defense of equal conditions, and the private school, in turn, had to battle for the space that legitimizes it as an educational institution. For data collection, interviews were used as instruments in eight schools, being semi-structured in six schools and in depth in two, public and private. Data treatment was performed using the Bardin Content Analysis Technique (2016) as it allows the deduction and inference of data collected by various analysis paths. Regarding the systematization of the data, it was performed in three tabulation forms: Classification by Significance Elements with double entry tables, allowing cross-checking the answers of semi-structured interviews; Lexical Content Analysis, allowing the analysis of the amount of evocations of words grouped in thematic axes and Thematic Analysis that allowed to capture the representations of the subjects through themes and subthemes revealed in in-depth interviews. The thematic units listed were: Professional mobility, which focused on the teaching movement pointed out by the interviewees; From estrangement to belonging, in which the most significant belonging group in the school of the interviewed actors was discussed; School supervisor: a multifaceted professional who discussed the various facets of activities covered by the school supervisor; Construction of the supervisory / teacher pedagogical relationship where we sought to understand the pedagogical relationship built between these educational actors. Conclusively, the study pointed to social representations based on encouragement and guidance emanating from the pedagogical relationship between supervisor and teachers in public and private schools. In the public network, the pedagogical relationship appears to be built on freedom and commitment and, on the other hand, in the private network, it appears to be based on the fulfillment of the obligations established by the school. It also emerged that representations of the role of the school supervisor as a professional that remedies all school problems, leading him to perform light and often improvised tasks. Finally, we interpret that supervisor / teachers have social representations that congregate them in a group of belonging formed from values, beliefs, behaviors, knowledge, cognition and affection. |
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BONFIM, Maria Núbia Barbosa074566623-04http://lattes.cnpq.br/1343958564608936BONFIM, Maria Núbia Barbosahttp://lattes.cnpq.br/1343958564608936MELO, Maria Alicehttp://lattes.cnpq.br/8175989249772475MACHADO, Laêda Bezerrahttp://lattes.cnpq.br/6311786387582869028490923-80http://lattes.cnpq.br/2641374761636491OLIVEIRA , Luysienne Silva de2021-01-13T19:03:40Z2019-10-30OLIVEIRA, Luysienne Silva de. Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais. 2019. 167 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2019.https://tedebc.ufma.br/jspui/handle/tede/tede/3134This study aims to analyze the intricacies of the pedagogical relationship built between supervisors and teachers of Elementary School II of public and private schools of Pedreiras, capturing the social representations emanating from this relationship. The object of the study is therefore based on the pedagogical relationship built in the daily life of these schools. The choice for the Theory of Social Representations that focuses on common sense was seen because its principles permeate the study of social relations in general and the pedagogical relationship in a specific way, helping in the understanding of educational processes, thus allowing the achievement of objectives. proposed. Therefore, the study was developed with bibliographic and field research. The bibliographical study on School Supervision was supported by Morais (1984), Rangel (2013), Grispun (2006), among others. The studies on the pedagogical relationship / school were based on Postic (1990), Freire (2011), Bonfim and Jesus (2016) and others. The study on the Theory of Social Representations was supported by Moscovici (1975; 2015), Jodelet (1989; 1998), Jovchelovich (1995; 1998), Guareschi (1995; 1998), Bonfim (2007) among others. Already performed on the public school and private school, sought theoretical support in the Federal Constitutions (1946; 1988), Federal Resolutions (2006; 2015), Constitutional Amendment (1967) and the authors Bresser Pereira (2011), Saviani (1999; 2008 ), among others. The public school, marked by the history of the struggle for free and secular education in the defense of equal conditions, and the private school, in turn, had to battle for the space that legitimizes it as an educational institution. For data collection, interviews were used as instruments in eight schools, being semi-structured in six schools and in depth in two, public and private. Data treatment was performed using the Bardin Content Analysis Technique (2016) as it allows the deduction and inference of data collected by various analysis paths. Regarding the systematization of the data, it was performed in three tabulation forms: Classification by Significance Elements with double entry tables, allowing cross-checking the answers of semi-structured interviews; Lexical Content Analysis, allowing the analysis of the amount of evocations of words grouped in thematic axes and Thematic Analysis that allowed to capture the representations of the subjects through themes and subthemes revealed in in-depth interviews. The thematic units listed were: Professional mobility, which focused on the teaching movement pointed out by the interviewees; From estrangement to belonging, in which the most significant belonging group in the school of the interviewed actors was discussed; School supervisor: a multifaceted professional who discussed the various facets of activities covered by the school supervisor; Construction of the supervisory / teacher pedagogical relationship where we sought to understand the pedagogical relationship built between these educational actors. Conclusively, the study pointed to social representations based on encouragement and guidance emanating from the pedagogical relationship between supervisor and teachers in public and private schools. In the public network, the pedagogical relationship appears to be built on freedom and commitment and, on the other hand, in the private network, it appears to be based on the fulfillment of the obligations established by the school. It also emerged that representations of the role of the school supervisor as a professional that remedies all school problems, leading him to perform light and often improvised tasks. Finally, we interpret that supervisor / teachers have social representations that congregate them in a group of belonging formed from values, beliefs, behaviors, knowledge, cognition and affection.Este estudo objetiva analisar os meandros da relação pedagógica construída entre supervisores e professores do Ensino Fundamental II de escolas públicas e escolas privadas de Pedreiras, captando as representações sociais emanadas dessa relação. O objeto do estudo pauta-se, pois, na relação pedagógica construída no cotidiano dessas escolas. A escolha pela Teoria das Representações Sociais que se debruça sobre o senso comum se fez visto os seus princípios perpassarem o estudo das relações sociais de modo geral e da relação pedagógica de modo específico, ajudando na compreensão dos processos educativos, permitindo assim o alcance dos objetivos propostos. Para tanto, o estudo desenvolveu-se com pesquisa bibliográfica e de campo. O estudo bibliográfico sobre a Supervisão Escolar apoiou-se em Morais (1984), Rangel (2013), Grispun (2006), entre outros. Já os realizados sobre a relação pedagógica/escola basearam-se em Postic (1990), Freire (2011), Bonfim e Jesus (2016) e outros. O estudo sobre a Teoria das Representações Sociais apoiou-se em Moscovici (1975; 2015), Jodelet (1989; 1998), Jovchelovich (1995; 1998), Guareschi (1995; 1998), Bonfim (2007) entre outros. Já os realizados sobre a escola pública e escola privada, buscou apoio teórico nas Constituições Federais (1946; 1988), Resoluções Federais (2006; 2015), Emenda Constitucional (1967) e nos autores Bresser Pereira (2011), Saviani (1999; 2008), entre outros. A escola pública, marcada pela história de luta pela educação gratuita e laica na defesa da igualdade de condições e a escola privada, por sua vez, teceu batalha pelo espaço que a legitima como instituição educativa. Na coleta de dados, foram utilizados como instrumentos entrevistas em oito escolas, sendo do tipo semiestruturada em seis escolas e em profundidade em duas, entre públicas e privadas. O tratamento dos dados foi realizado com a utilização da Técnica de Análise de Conteúdo de Bardin (2016) visto permitir a dedução e a inferência dos dados colhidos por diversos caminhos de análise. Quanto à sistematização dos dados, foi realizada em três formas de tabulação: Classificação por Elementos de Significação com quadros de dupla entrada, possibilitando cruzar as respostas das entrevistas semiestruturadas; Análise de Conteúdo Lexical, permitindo a análise da quantidade de evocações de palavras agrupadas em eixos temáticos e Análise Temática que permitiu captar as representações dos sujeitos através de temas e subtemas revelados nas entrevistas em profundidade. As Unidades Temáticas elencadas foram: Mobilidade profissional, onde se enfocou a movimentação docente apontada pelos entrevistados; Do estranhamento ao pertencimento, na qual se discutiu o grupo de pertencimento mais significativo na escola dos atores entrevistados; Supervisor escolar: um profissional multifacetado, que discutiu as várias facetas de atividades abarcadas pelo supervisor escolar; Construção da relação pedagógica supervisor/professores onde se buscou compreender a relação pedagógica construída entre esses atores educativos. Conclusivamente, o estudo apontou representações sociais pautadas no incentivo e orientação emanados da relação pedagógica entre supervisor e professores nas escolas da rede pública e da rede privada. Na rede pública a relação pedagógica aparenta ser construída com base na liberdade e no compromisso e, em contrapartida, na rede privada, transparece ser baseada no cumprimento das obrigações estabelecidas pela escola. Depreendeu-se também que as representações da função do supervisor escolar como profissional que sana todos os problemas da escola, levando-o a executar tarefas aligeiradas e, muitas vezes improvisadas. Por fim, interpretamos que supervisor/professores possuem representações sociais que os congregam num grupo de pertença formado a partir de valores, crenças, condutas, conhecimento, cognição e afeto.Submitted by Sheila MONTEIRO (sheila.monteiro@ufma.br) on 2021-01-13T19:03:40Z No. of bitstreams: 1 LUYSIENNE-OLIVEIRA.pdf: 1269259 bytes, checksum: 2c8bd8a710349adc0ceaf022e1413bc8 (MD5)Made available in DSpace on 2021-01-13T19:03:40Z (GMT). No. of bitstreams: 1 LUYSIENNE-OLIVEIRA.pdf: 1269259 bytes, checksum: 2c8bd8a710349adc0ceaf022e1413bc8 (MD5) Previous issue date: 2019-10-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal do MaranhãoPROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSOUFMABrasilDEPARTAMENTO DE EDUCAÇÃO II/CCSOSupervisor/ProfessoresRelação PedagógicaRepresentações SociaisPúblico/PrivadoSupervisor / TeachersPedagogical RelationshipSocial RepresentationsPublic / PrivateEducaçãoSupervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações SociaisSchool supervisor / teachers: intricacies of a pedagogical relationship in the light of the Theory of Social Representationsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFMAinstname:Universidade Federal do Maranhão (UFMA)instacron:UFMAORIGINALLUYSIENNE-OLIVEIRA.pdfLUYSIENNE-OLIVEIRA.pdfapplication/pdf1269259http://tedebc.ufma.br:8080/bitstream/tede/3134/2/LUYSIENNE-OLIVEIRA.pdf2c8bd8a710349adc0ceaf022e1413bc8MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82255http://tedebc.ufma.br:8080/bitstream/tede/3134/1/license.txt97eeade1fce43278e63fe063657f8083MD51tede/31342021-01-13 16:03:40.581oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttps://tedebc.ufma.br/jspui/PUBhttp://tedebc.ufma.br:8080/oai/requestrepositorio@ufma.br||repositorio@ufma.bropendoar:21312021-01-13T19:03:40Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA)false |
dc.title.por.fl_str_mv |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais |
dc.title.alternative.eng.fl_str_mv |
School supervisor / teachers: intricacies of a pedagogical relationship in the light of the Theory of Social Representations |
title |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais |
spellingShingle |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais OLIVEIRA , Luysienne Silva de Supervisor/Professores Relação Pedagógica Representações Sociais Público/Privado Supervisor / Teachers Pedagogical Relationship Social Representations Public / Private Educação |
title_short |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais |
title_full |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais |
title_fullStr |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais |
title_full_unstemmed |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais |
title_sort |
Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais |
author |
OLIVEIRA , Luysienne Silva de |
author_facet |
OLIVEIRA , Luysienne Silva de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
BONFIM, Maria Núbia Barbosa |
dc.contributor.advisor1ID.fl_str_mv |
074566623-04 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1343958564608936 |
dc.contributor.referee1.fl_str_mv |
BONFIM, Maria Núbia Barbosa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1343958564608936 |
dc.contributor.referee2.fl_str_mv |
MELO, Maria Alice |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8175989249772475 |
dc.contributor.referee3.fl_str_mv |
MACHADO, Laêda Bezerra |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6311786387582869 |
dc.contributor.authorID.fl_str_mv |
028490923-80 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2641374761636491 |
dc.contributor.author.fl_str_mv |
OLIVEIRA , Luysienne Silva de |
contributor_str_mv |
BONFIM, Maria Núbia Barbosa BONFIM, Maria Núbia Barbosa MELO, Maria Alice MACHADO, Laêda Bezerra |
dc.subject.por.fl_str_mv |
Supervisor/Professores Relação Pedagógica Representações Sociais Público/Privado |
topic |
Supervisor/Professores Relação Pedagógica Representações Sociais Público/Privado Supervisor / Teachers Pedagogical Relationship Social Representations Public / Private Educação |
dc.subject.eng.fl_str_mv |
Supervisor / Teachers Pedagogical Relationship Social Representations Public / Private |
dc.subject.cnpq.fl_str_mv |
Educação |
description |
This study aims to analyze the intricacies of the pedagogical relationship built between supervisors and teachers of Elementary School II of public and private schools of Pedreiras, capturing the social representations emanating from this relationship. The object of the study is therefore based on the pedagogical relationship built in the daily life of these schools. The choice for the Theory of Social Representations that focuses on common sense was seen because its principles permeate the study of social relations in general and the pedagogical relationship in a specific way, helping in the understanding of educational processes, thus allowing the achievement of objectives. proposed. Therefore, the study was developed with bibliographic and field research. The bibliographical study on School Supervision was supported by Morais (1984), Rangel (2013), Grispun (2006), among others. The studies on the pedagogical relationship / school were based on Postic (1990), Freire (2011), Bonfim and Jesus (2016) and others. The study on the Theory of Social Representations was supported by Moscovici (1975; 2015), Jodelet (1989; 1998), Jovchelovich (1995; 1998), Guareschi (1995; 1998), Bonfim (2007) among others. Already performed on the public school and private school, sought theoretical support in the Federal Constitutions (1946; 1988), Federal Resolutions (2006; 2015), Constitutional Amendment (1967) and the authors Bresser Pereira (2011), Saviani (1999; 2008 ), among others. The public school, marked by the history of the struggle for free and secular education in the defense of equal conditions, and the private school, in turn, had to battle for the space that legitimizes it as an educational institution. For data collection, interviews were used as instruments in eight schools, being semi-structured in six schools and in depth in two, public and private. Data treatment was performed using the Bardin Content Analysis Technique (2016) as it allows the deduction and inference of data collected by various analysis paths. Regarding the systematization of the data, it was performed in three tabulation forms: Classification by Significance Elements with double entry tables, allowing cross-checking the answers of semi-structured interviews; Lexical Content Analysis, allowing the analysis of the amount of evocations of words grouped in thematic axes and Thematic Analysis that allowed to capture the representations of the subjects through themes and subthemes revealed in in-depth interviews. The thematic units listed were: Professional mobility, which focused on the teaching movement pointed out by the interviewees; From estrangement to belonging, in which the most significant belonging group in the school of the interviewed actors was discussed; School supervisor: a multifaceted professional who discussed the various facets of activities covered by the school supervisor; Construction of the supervisory / teacher pedagogical relationship where we sought to understand the pedagogical relationship built between these educational actors. Conclusively, the study pointed to social representations based on encouragement and guidance emanating from the pedagogical relationship between supervisor and teachers in public and private schools. In the public network, the pedagogical relationship appears to be built on freedom and commitment and, on the other hand, in the private network, it appears to be based on the fulfillment of the obligations established by the school. It also emerged that representations of the role of the school supervisor as a professional that remedies all school problems, leading him to perform light and often improvised tasks. Finally, we interpret that supervisor / teachers have social representations that congregate them in a group of belonging formed from values, beliefs, behaviors, knowledge, cognition and affection. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-10-30 |
dc.date.accessioned.fl_str_mv |
2021-01-13T19:03:40Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
OLIVEIRA, Luysienne Silva de. Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais. 2019. 167 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2019. |
dc.identifier.uri.fl_str_mv |
https://tedebc.ufma.br/jspui/handle/tede/tede/3134 |
identifier_str_mv |
OLIVEIRA, Luysienne Silva de. Supervisor escolar / professores: meandros de uma relação pedagógica à luz da Teoria das Representações Sociais. 2019. 167 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2019. |
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https://tedebc.ufma.br/jspui/handle/tede/tede/3134 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Universidade Federal do Maranhão |
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PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO |
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UFMA |
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Brasil |
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DEPARTAMENTO DE EDUCAÇÃO II/CCSO |
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Universidade Federal do Maranhão |
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reponame:Biblioteca Digital de Teses e Dissertações da UFMA instname:Universidade Federal do Maranhão (UFMA) instacron:UFMA |
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Biblioteca Digital de Teses e Dissertações da UFMA |
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http://tedebc.ufma.br:8080/bitstream/tede/3134/2/LUYSIENNE-OLIVEIRA.pdf http://tedebc.ufma.br:8080/bitstream/tede/3134/1/license.txt |
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Biblioteca Digital de Teses e Dissertações da UFMA - Universidade Federal do Maranhão (UFMA) |
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