Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3675 |
Resumo: | This thesis is the instrument-and-result of a critical-collaborative research-action experienced in the context of the State School Meninos do Futuro, linked to the socio-educational institution called Centro Socioeducativo Pomeri, located in Cuiabá, capital of the state of Mato Grosso, Brazil. This conjuncture of the public social policy of socio-education integrates a wide and complex network of socio-educational assistance of the Pomeri Complex, comprising juvenile detention units, organs and subsystems within the Child and Adolescent Rights Guarantee System. The research-action practices include the participation of the researcher-participant, together with the socio-educational school community, in theoretical-practical actions, such as the meetings of the government project Pró-Escolas Formação na Escola – PEFE, in order to contribute to: i) the production of theoreticalpractical knowledge based on the transformative agency [action and reflection] and supported by the ontology of being with the other; ii) the strengthening of critical-collaborative cultures in socio-educational praxis; and iii) the recreation of teaching-learning modes oriented towards criticism and social transformation. The onto-epistemological and methodological references of this study intertwine the basic concepts of ontological components of the social world, according to the philosophy of Critical Realism, the dialectic unit of learningdevelopment, in the socio-historical-cultural perspective, the conception of social and semiotic interaction, based on the dialogical philosophy of language, as well as the understanding of the critical pedagogy of socio[education] as a practice of freedom. This socio-discursive analytical process recontextualizes and articulates, transdisciplinarly, analytical categories from Critical Discourse Analysis in interface with Systemic-Functional Linguistics. Data were generated and collected between February and December 2018, through audio and video recordings of the 25 PEFE meetings and through semi-structured oral interviews with 23 research participants. The community under analysis is composed of 1 school director, 2 pedagogical coordinators, 10 teachers (belonging to the areas of natural sciences and mathematics, language sciences and human sciences), 9 educational administrative support personnel, 3 educational administrative technicians and 1 participantresearcher. The results point to structural impossibilities arising from the socio-politicaleconomic conjuncture, ideological constraints in the field of social and discursive reproduction, and possibilities recreated by the transformative agency of subjects of contemporary praxis, which are evidenced in movements of ruptures and continuities oriented towards the establishment of socio-education in the perspective of emancipatory social education, through socio-discursive traits of self-referentiality and social (re)positioning. The explanatory critique resulting from this research-action alludes to the imminent need to implement cultural spaces of continuous development in socio-educational detention centers for the consolidation of potential socio-educational [transdisciplinary, cross-sectoral, transversal] practices that allow an integrated and articulated agency of the members of the socio-educational community, with a view to materializing practices capable of recreating a (new) culture in the socio-educational system. |
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Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/esAção-pesquisa crítico-colabor(ativa)Aprendizagem-desenvolvimentoSocio[educação] como prática da liberdadeCrítica explanatóriaTransform(ação) socialCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICACritical-collaborative research-actionLearning and development unitySocio[education] as a practice of freedomExplanatory critiqueSocial transformationThis thesis is the instrument-and-result of a critical-collaborative research-action experienced in the context of the State School Meninos do Futuro, linked to the socio-educational institution called Centro Socioeducativo Pomeri, located in Cuiabá, capital of the state of Mato Grosso, Brazil. This conjuncture of the public social policy of socio-education integrates a wide and complex network of socio-educational assistance of the Pomeri Complex, comprising juvenile detention units, organs and subsystems within the Child and Adolescent Rights Guarantee System. The research-action practices include the participation of the researcher-participant, together with the socio-educational school community, in theoretical-practical actions, such as the meetings of the government project Pró-Escolas Formação na Escola – PEFE, in order to contribute to: i) the production of theoreticalpractical knowledge based on the transformative agency [action and reflection] and supported by the ontology of being with the other; ii) the strengthening of critical-collaborative cultures in socio-educational praxis; and iii) the recreation of teaching-learning modes oriented towards criticism and social transformation. The onto-epistemological and methodological references of this study intertwine the basic concepts of ontological components of the social world, according to the philosophy of Critical Realism, the dialectic unit of learningdevelopment, in the socio-historical-cultural perspective, the conception of social and semiotic interaction, based on the dialogical philosophy of language, as well as the understanding of the critical pedagogy of socio[education] as a practice of freedom. This socio-discursive analytical process recontextualizes and articulates, transdisciplinarly, analytical categories from Critical Discourse Analysis in interface with Systemic-Functional Linguistics. Data were generated and collected between February and December 2018, through audio and video recordings of the 25 PEFE meetings and through semi-structured oral interviews with 23 research participants. The community under analysis is composed of 1 school director, 2 pedagogical coordinators, 10 teachers (belonging to the areas of natural sciences and mathematics, language sciences and human sciences), 9 educational administrative support personnel, 3 educational administrative technicians and 1 participantresearcher. The results point to structural impossibilities arising from the socio-politicaleconomic conjuncture, ideological constraints in the field of social and discursive reproduction, and possibilities recreated by the transformative agency of subjects of contemporary praxis, which are evidenced in movements of ruptures and continuities oriented towards the establishment of socio-education in the perspective of emancipatory social education, through socio-discursive traits of self-referentiality and social (re)positioning. The explanatory critique resulting from this research-action alludes to the imminent need to implement cultural spaces of continuous development in socio-educational detention centers for the consolidation of potential socio-educational [transdisciplinary, cross-sectoral, transversal] practices that allow an integrated and articulated agency of the members of the socio-educational community, with a view to materializing practices capable of recreating a (new) culture in the socio-educational system.CAPESEsta tese é o instrumento-e-resultado de uma ação-pesquisa crítico-colaborativa vivenciada no contexto da Escola Estadual Meninos do Futuro, vinculada à instituição socioeducativa de internação designada Centro Socioeducativo Pomeri, localizado em Cuiabá, capital do estado de Mato Grosso, Brasil. Essa conjuntura da política pública social de socioeducação integra uma ampla e complexa rede de atendimento socioeducativo do Complexo Pomeri, abrangendo unidades de privação de liberdade juvenil, órgãos e subsistemas no interior do Sistema de Garantia de Direitos da criança e do adolescente. As práticas da ação-pesquisa compreendem o engajamento da participante-pesquisadora, juntamente com a comunidade escolar socioeducativa, em ações teórico-práticas, tais como as reuniões do projeto governamental Pró-Escolas Formação na Escola – PEFE, a fim de contribuir para: i) a produção de conhecimentos teórico-práticos embasados na agência transformativa [ação e reflexão] e sustentados pela ontologia de ser com o outro; ii) o fortalecimento de culturas crítico-colaborativas em práxis socioeducacionais; e iii) a recriação de modos de ensinaraprender orientados para a crítica e transformação social. As referências onto-epistemológicas e metodológicas deste estudo entrelaçam os conceitos basilares de componentes ontológicos do mundo social, segundo a filosofia do Realismo Crítico, a unidade dialética de aprendizagem-desenvolvimento, na perspectiva sócio-histórico-cultural, a concepção de interação social e semiótica, com base na filosofia dialógica da linguagem, assim como o entendimento da pedagogia crítica de socio[educação] como prática da liberdade. Este processo analítico sócio-discursivo recontextualiza e articula, transdisciplinarmente, categorias analíticas provenientes da Análise Crítica do Discurso em interface com a Linguística Sistêmico-Funcional. Os dados foram gerados e coletados no período entre fevereiro e dezembro de 2018, por intermédio de gravações em áudio e vídeo das 25 reuniões do PEFE e de entrevistas orais semiestruturadas com 23 participantes da pesquisa. A comunidade sob análise é composta por 1 diretor escolar, 2 coordenadoras pedagógicas, 10 docentes pertencentes às áreas de ciências da natureza e matemática, ciências das linguagens e ciências humanas, 9 apoios administrativos educacionais, 3 técnicas administrativas educacionais e 1 participante-pesquisadora. Os resultados apontam para impossibilidades estruturais oriundas da conjuntura sócio-político-econômica, constrangimentos ideológicos no campo da reprodução social e discursiva, e possibilidades recriadas pela agência transformativa de sujeitos de práxis contemporâneos, que são evidenciadas em movimentos de rupturas e continuidades orientadas para a instauração da socioeducação no viés de educação social emancipatória, mediante traços sócio-discursivos de autorreferencialidade e (re)posicionamento social. A crítica explanatória decorrente desta ação-pesquisa alude à necessidade iminente de implementação de espaços culturais de desenvolvimento contínuo em instituições de internação para a consolidação de práticas socioeducativas [transdisciplinares, transetoriais, transversais] que possibilitem uma agência integrada e articulada dos membros da comunidade socioeducativa, com vistas à materialização de práticas capazes de recriar uma (nova) cultura no sistema socioeducativo.Universidade Federal de Mato GrossoBrasilInstituto de Linguagens (IL)UFMT CUC - CuiabáPrograma de Pós-Graduação em Estudos de LinguagemBarros, Solange Maria dehttp://lattes.cnpq.br/5747668885058135Barros, Solange Maria de161.777.111-20http://lattes.cnpq.br/5747668885058135Baronas, Roberto Leiser395.684.661-34http://lattes.cnpq.br/4613001301744682161.777.111-20Pereira, Vinícius Carvalho109.873.267-75http://lattes.cnpq.br/5304593788129950Brener, Fernanda Machado151.974.078-67http://lattes.cnpq.br/1545853560749620Mateus, Elaine Fernandes611.885.229-49http://lattes.cnpq.br/3198612091852441Souza, Marta Gresechen Paiter Luzia de2022-11-25T17:57:10Z2021-04-132022-11-25T17:57:10Z2021-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSOUZA, Marta Gresechen Paiter Luzia de. Práticas sócio-discursivas no Pomeri: uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es. 2021. 246 f. Tese (Doutorado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3675porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-11-26T06:01:23Zoai:localhost:1/3675Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-11-26T06:01:23Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es |
title |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es |
spellingShingle |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es Souza, Marta Gresechen Paiter Luzia de Ação-pesquisa crítico-colabor(ativa) Aprendizagem-desenvolvimento Socio[educação] como prática da liberdade Crítica explanatória Transform(ação) social CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA Critical-collaborative research-action Learning and development unity Socio[education] as a practice of freedom Explanatory critique Social transformation |
title_short |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es |
title_full |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es |
title_fullStr |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es |
title_full_unstemmed |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es |
title_sort |
Práticas sócio-discursivas no Pomeri : uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es |
author |
Souza, Marta Gresechen Paiter Luzia de |
author_facet |
Souza, Marta Gresechen Paiter Luzia de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Barros, Solange Maria de http://lattes.cnpq.br/5747668885058135 Barros, Solange Maria de 161.777.111-20 http://lattes.cnpq.br/5747668885058135 Baronas, Roberto Leiser 395.684.661-34 http://lattes.cnpq.br/4613001301744682 161.777.111-20 Pereira, Vinícius Carvalho 109.873.267-75 http://lattes.cnpq.br/5304593788129950 Brener, Fernanda Machado 151.974.078-67 http://lattes.cnpq.br/1545853560749620 Mateus, Elaine Fernandes 611.885.229-49 http://lattes.cnpq.br/3198612091852441 |
dc.contributor.author.fl_str_mv |
Souza, Marta Gresechen Paiter Luzia de |
dc.subject.por.fl_str_mv |
Ação-pesquisa crítico-colabor(ativa) Aprendizagem-desenvolvimento Socio[educação] como prática da liberdade Crítica explanatória Transform(ação) social CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA Critical-collaborative research-action Learning and development unity Socio[education] as a practice of freedom Explanatory critique Social transformation |
topic |
Ação-pesquisa crítico-colabor(ativa) Aprendizagem-desenvolvimento Socio[educação] como prática da liberdade Crítica explanatória Transform(ação) social CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA Critical-collaborative research-action Learning and development unity Socio[education] as a practice of freedom Explanatory critique Social transformation |
description |
This thesis is the instrument-and-result of a critical-collaborative research-action experienced in the context of the State School Meninos do Futuro, linked to the socio-educational institution called Centro Socioeducativo Pomeri, located in Cuiabá, capital of the state of Mato Grosso, Brazil. This conjuncture of the public social policy of socio-education integrates a wide and complex network of socio-educational assistance of the Pomeri Complex, comprising juvenile detention units, organs and subsystems within the Child and Adolescent Rights Guarantee System. The research-action practices include the participation of the researcher-participant, together with the socio-educational school community, in theoretical-practical actions, such as the meetings of the government project Pró-Escolas Formação na Escola – PEFE, in order to contribute to: i) the production of theoreticalpractical knowledge based on the transformative agency [action and reflection] and supported by the ontology of being with the other; ii) the strengthening of critical-collaborative cultures in socio-educational praxis; and iii) the recreation of teaching-learning modes oriented towards criticism and social transformation. The onto-epistemological and methodological references of this study intertwine the basic concepts of ontological components of the social world, according to the philosophy of Critical Realism, the dialectic unit of learningdevelopment, in the socio-historical-cultural perspective, the conception of social and semiotic interaction, based on the dialogical philosophy of language, as well as the understanding of the critical pedagogy of socio[education] as a practice of freedom. This socio-discursive analytical process recontextualizes and articulates, transdisciplinarly, analytical categories from Critical Discourse Analysis in interface with Systemic-Functional Linguistics. Data were generated and collected between February and December 2018, through audio and video recordings of the 25 PEFE meetings and through semi-structured oral interviews with 23 research participants. The community under analysis is composed of 1 school director, 2 pedagogical coordinators, 10 teachers (belonging to the areas of natural sciences and mathematics, language sciences and human sciences), 9 educational administrative support personnel, 3 educational administrative technicians and 1 participantresearcher. The results point to structural impossibilities arising from the socio-politicaleconomic conjuncture, ideological constraints in the field of social and discursive reproduction, and possibilities recreated by the transformative agency of subjects of contemporary praxis, which are evidenced in movements of ruptures and continuities oriented towards the establishment of socio-education in the perspective of emancipatory social education, through socio-discursive traits of self-referentiality and social (re)positioning. The explanatory critique resulting from this research-action alludes to the imminent need to implement cultural spaces of continuous development in socio-educational detention centers for the consolidation of potential socio-educational [transdisciplinary, cross-sectoral, transversal] practices that allow an integrated and articulated agency of the members of the socio-educational community, with a view to materializing practices capable of recreating a (new) culture in the socio-educational system. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-04-13 2021-03-31 2022-11-25T17:57:10Z 2022-11-25T17:57:10Z |
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.uri.fl_str_mv |
SOUZA, Marta Gresechen Paiter Luzia de. Práticas sócio-discursivas no Pomeri: uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es. 2021. 246 f. Tese (Doutorado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3675 |
identifier_str_mv |
SOUZA, Marta Gresechen Paiter Luzia de. Práticas sócio-discursivas no Pomeri: uma ação-pesquisa crítico-colabor(ativa) por educadores/as/es. 2021. 246 f. Tese (Doutorado em Estudos de Linguagem) - Universidade Federal de Mato Grosso, Instituto de Linguagens, Cuiabá, 2021. |
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http://ri.ufmt.br/handle/1/3675 |
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Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Linguagens (IL) UFMT CUC - Cuiabá Programa de Pós-Graduação em Estudos de Linguagem |
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reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
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Universidade Federal de Mato Grosso (UFMT) |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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jordanbiblio@gmail.com |
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