Challenges for building a fair school: an analysis based on teacher planning
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linguagens, Educação e Sociedade (Online) |
Texto Completo: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2995 |
Resumo: | The article aims to reflect on the challenges for building a fair and equitable school from reflections on planning in the school context. It seeks to contribute to research on teacher training, on the social function of the school and to deconstruct the conception of planning as a bureaucratic instrument. In this sense, it is important to emphasize that in order to build a fair school it is necessary to contemplate the needs and singularities of the students, as well as observe the educational reality and the intra-school inequalities to compose practices that guarantee the right to learn. The research was based on the following question: Is it possible, through planning, to contribute to the construction of a fair school? To this end, we used as methodology. The methodology used was bibliographic research through a literature review and educational-action research. Some suggestions and possibilities of actions and formative processes with teachers from the early years of elementary school are presented. As a result, it was verified that the complexity of factors internal and external to the school interfere in the relationships that permeate the educational spaces and times. It is advocated the need to establish a dialogical relationship and to consider the heterogeneity of students to compose plans that seek to minimize intra-school inequalities and ensure the right to learning. |
id |
UFPI-5_50b09a00368dfcc773c74b58b80a6a04 |
---|---|
oai_identifier_str |
oai:periodicos.ufpi.br:article/2995 |
network_acronym_str |
UFPI-5 |
network_name_str |
Linguagens, Educação e Sociedade (Online) |
repository_id_str |
|
spelling |
Challenges for building a fair school: an analysis based on teacher planningDesafíos para construir una escuela justa: Análisis de la planificación docente en los primeros añosDESAFIOS PARA A CONSTRUÇÃO DE UMA ESCOLA JUSTA: ANÁLISE DO PLANEJAMENTO DOCENTE NOS ANOS INICIAISEscola justaFormação de professoresPlanejamento docenteEscuela justaFormación de profesoresPlanificación docenteFair schoolTeacher trainingSchool planningThe article aims to reflect on the challenges for building a fair and equitable school from reflections on planning in the school context. It seeks to contribute to research on teacher training, on the social function of the school and to deconstruct the conception of planning as a bureaucratic instrument. In this sense, it is important to emphasize that in order to build a fair school it is necessary to contemplate the needs and singularities of the students, as well as observe the educational reality and the intra-school inequalities to compose practices that guarantee the right to learn. The research was based on the following question: Is it possible, through planning, to contribute to the construction of a fair school? To this end, we used as methodology. The methodology used was bibliographic research through a literature review and educational-action research. Some suggestions and possibilities of actions and formative processes with teachers from the early years of elementary school are presented. As a result, it was verified that the complexity of factors internal and external to the school interfere in the relationships that permeate the educational spaces and times. It is advocated the need to establish a dialogical relationship and to consider the heterogeneity of students to compose plans that seek to minimize intra-school inequalities and ensure the right to learning.El artículo pretende reflexionar sobre los retos para la construcción de una escuela justa y equitativa a partir de reflexiones sobre la planificación en el contexto escolar. Pretende contribuir a la investigación sobre la formación del profesorado, sobre la función social de la escuela y deconstruir la concepción de la planificación como instrumento burocrático. En este sentido, es importante destacar que para la construcción de una escuela justa es necesario contemplar las necesidades y las singularidades de los alumnos, así como observar la realidad educativa y las desigualdades intraescolares para componer prácticas que aseguren el derecho a aprender. La investigación se basó en la siguiente pregunta: ¿Es posible desde la planificación contribuir a la construcción de una escuela justa? Para ello, se utilizó como metodología la investigación bibliográfica mediante una revisión de la literatura y la investigación educativa-acción. Se presentan algunas sugerencias y posibilidades de acciones y procesos formativos con profesores de los años iniciales de la Escuela Primaria. Como resultados, se verificó que la complejidad de los factores internos y externos a la escuela interfieren en las relaciones que permean los espacios y tiempos educativos. Se defiende la necesidad de establecer una relación dialogante y de considerar la heterogeneidad de los alumnos para componer planes que busquen minimizar las desigualdades intraescolares y asegurar el derecho al aprendizaje.O artigo tem como objetivo refletir sobre os desafios para a construção de uma escola justa e equânime a partir de reflexões sobre o planejamento no contexto escolar. Busca-se contribuir com as pesquisas sobre a formação de professores, sobre a função social da escola e desconstruir a concepção de planejamento como um instrumento burocrático. Neste sentido, é importante ressaltar que para a construção de uma escola justa é necessário contemplar as necessidades e as singularidades dos alunos, bem como observar a realidade educativa e as desigualdades intraescolares para compor práticas que garantam o direito de aprender. Na pesquisa partiu-se da seguinte questão: É possível a partir do planejamento contribuir para a construção de uma escola justa? Para tanto, utilizou-se como metodologia a pesquisa bibliográfica por meio de uma revisão de literatura e pesquisa ação-pedagógica. Apresentam-se algumas sugestões e possibilidades de ações e de processos formativos com professores dos anos iniciais do Ensino Fundamental. Como resultados, verificou-se que a complexidade de fatores internos e externos à escola interferem nas relações que permeiam os espaços e tempos educativos. Defende-se a necessidade do estabelecimento de uma relação dialógica e de se considerar a heterogeneidade dos alunos para compor planejamentos que busquem minimizar as desigualdades intraescolares e garantam o direito à aprendizagem.Universidade Federal do Piauí2023-06-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/299510.26694/rles.v27i54.2995Languages, Education and Society; Vol. 27 No. 54 (2023): Linguagens, Educação e Sociedade; 56-78Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 54 (2023): Linguagens, Educação e Sociedade; 56-78Linguagens, Educação e Sociedade; v. 27 n. 54 (2023): Linguagens, Educação e Sociedade; 56-782526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/2995/3712Copyright (c) 2023 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessFernandes Hegeto, Léia de Cássiade Oliveira Borges Roballo, Roberlayne 2023-06-02T20:49:09Zoai:periodicos.ufpi.br:article/2995Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-06-02T20:49:09Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false |
dc.title.none.fl_str_mv |
Challenges for building a fair school: an analysis based on teacher planning Desafíos para construir una escuela justa: Análisis de la planificación docente en los primeros años DESAFIOS PARA A CONSTRUÇÃO DE UMA ESCOLA JUSTA: ANÁLISE DO PLANEJAMENTO DOCENTE NOS ANOS INICIAIS |
title |
Challenges for building a fair school: an analysis based on teacher planning |
spellingShingle |
Challenges for building a fair school: an analysis based on teacher planning Fernandes Hegeto, Léia de Cássia Escola justa Formação de professores Planejamento docente Escuela justa Formación de profesores Planificación docente Fair school Teacher training School planning |
title_short |
Challenges for building a fair school: an analysis based on teacher planning |
title_full |
Challenges for building a fair school: an analysis based on teacher planning |
title_fullStr |
Challenges for building a fair school: an analysis based on teacher planning |
title_full_unstemmed |
Challenges for building a fair school: an analysis based on teacher planning |
title_sort |
Challenges for building a fair school: an analysis based on teacher planning |
author |
Fernandes Hegeto, Léia de Cássia |
author_facet |
Fernandes Hegeto, Léia de Cássia de Oliveira Borges Roballo, Roberlayne |
author_role |
author |
author2 |
de Oliveira Borges Roballo, Roberlayne |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Fernandes Hegeto, Léia de Cássia de Oliveira Borges Roballo, Roberlayne |
dc.subject.por.fl_str_mv |
Escola justa Formação de professores Planejamento docente Escuela justa Formación de profesores Planificación docente Fair school Teacher training School planning |
topic |
Escola justa Formação de professores Planejamento docente Escuela justa Formación de profesores Planificación docente Fair school Teacher training School planning |
description |
The article aims to reflect on the challenges for building a fair and equitable school from reflections on planning in the school context. It seeks to contribute to research on teacher training, on the social function of the school and to deconstruct the conception of planning as a bureaucratic instrument. In this sense, it is important to emphasize that in order to build a fair school it is necessary to contemplate the needs and singularities of the students, as well as observe the educational reality and the intra-school inequalities to compose practices that guarantee the right to learn. The research was based on the following question: Is it possible, through planning, to contribute to the construction of a fair school? To this end, we used as methodology. The methodology used was bibliographic research through a literature review and educational-action research. Some suggestions and possibilities of actions and formative processes with teachers from the early years of elementary school are presented. As a result, it was verified that the complexity of factors internal and external to the school interfere in the relationships that permeate the educational spaces and times. It is advocated the need to establish a dialogical relationship and to consider the heterogeneity of students to compose plans that seek to minimize intra-school inequalities and ensure the right to learning. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-06-02 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2995 10.26694/rles.v27i54.2995 |
url |
https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2995 |
identifier_str_mv |
10.26694/rles.v27i54.2995 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2995/3712 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Linguagens, Educação e Sociedade info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Linguagens, Educação e Sociedade |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Piauí |
publisher.none.fl_str_mv |
Universidade Federal do Piauí |
dc.source.none.fl_str_mv |
Languages, Education and Society; Vol. 27 No. 54 (2023): Linguagens, Educação e Sociedade; 56-78 Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 54 (2023): Linguagens, Educação e Sociedade; 56-78 Linguagens, Educação e Sociedade; v. 27 n. 54 (2023): Linguagens, Educação e Sociedade; 56-78 2526-8449 reponame:Linguagens, Educação e Sociedade (Online) instname:Universidade Federal do Piauí (UFPI) instacron:UFPI |
instname_str |
Universidade Federal do Piauí (UFPI) |
instacron_str |
UFPI |
institution |
UFPI |
reponame_str |
Linguagens, Educação e Sociedade (Online) |
collection |
Linguagens, Educação e Sociedade (Online) |
repository.name.fl_str_mv |
Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI) |
repository.mail.fl_str_mv |
revistales.ppged@ufpi.edu.br |
_version_ |
1796797445149032448 |