Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/29351 |
Resumo: | This doctoral thesis is part of the research line Teaching, Knowledge and Professional Development, of the Post-Graduate Program in Education at the Federal University of Santa Maria/RS. The objective of this work was to identify signs of belonging and recognition from the teaching group of a Municipal School Professor Sérgio Lopes, through the Social Imaginary, from the concepts of the work of Cornelius Castoriadis, from the understanding of difference as training and exercise of their teaching. Methodologically, this research sought support in the cartographic method (PASSOS; KASTRUP; ESCÓSSIA, 2009), as a generator of relational possibilities for a better understanding of the school space and the transformations that it develops together with the vila Renascença community, and the social actors that present themselves there. Open interviews were carried out about the experience of action of the actors in the School, and how they understand that this is seen by the communities, as well as the way in which it is inserted in their lives, also based on the Pedagogical Political Project, document which was recreated for this research. For the production of data, the brother of the patron of the School, Prof. Sérgio Lopes, who also represented his mother; and, in a second moment, the School managers and five collaborators, in a total of eight interviewees. The interviews were opened, following the cartographic method, with opening for the textures to be carried out by the interviewees. To instrumentalize the investigation, the Pedagogical Political Project was used as a didactic device, based on the device design by Souto (2019) and Oliveira (2013). Throughout its development, in addition to Freire and Josso, the investigation relied on theoretical-conceptual contributions from authors such as Castoriadis, Morin, and Nóvoa. It is concluded, with a spinosean look, at education and the affection that can be developed in educational relationships as where it meets the needs of the community where it is located. Through the redesign of the School's Pedagogical Political Project and after conducting semi-structured interviews, it was possible to identify that there is an active search by managers for a teaching profile that represents the values that the school proposes, making it differentiated, in the sense of inclusive and innovative. As a result, the importance of building emancipatory dialogical relationships within the school space is pointed out, so that co-authorship processes that emerge from the teachers themselves are identified, as those who authorize themselves to assume this new social role – that of author – become autonomous. |
id |
UFSM_bb14dcd666275ea4daef447290b23b2f |
---|---|
oai_identifier_str |
oai:repositorio.ufsm.br:1/29351 |
network_acronym_str |
UFSM |
network_name_str |
Manancial - Repositório Digital da UFSM |
repository_id_str |
|
spelling |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio LopesAutonomy, heteronomy and a bridge to authorship: the case of Professor Sergio Lopes Municipal SchoolAutonomiaAutoriaDocênciaImaginário socialMagmaTrajetos formativosAuthorshipAutonomyFormative pathsSocial imaginaryTeachingCNPQ::CIENCIAS HUMANAS::EDUCACAOThis doctoral thesis is part of the research line Teaching, Knowledge and Professional Development, of the Post-Graduate Program in Education at the Federal University of Santa Maria/RS. The objective of this work was to identify signs of belonging and recognition from the teaching group of a Municipal School Professor Sérgio Lopes, through the Social Imaginary, from the concepts of the work of Cornelius Castoriadis, from the understanding of difference as training and exercise of their teaching. Methodologically, this research sought support in the cartographic method (PASSOS; KASTRUP; ESCÓSSIA, 2009), as a generator of relational possibilities for a better understanding of the school space and the transformations that it develops together with the vila Renascença community, and the social actors that present themselves there. Open interviews were carried out about the experience of action of the actors in the School, and how they understand that this is seen by the communities, as well as the way in which it is inserted in their lives, also based on the Pedagogical Political Project, document which was recreated for this research. For the production of data, the brother of the patron of the School, Prof. Sérgio Lopes, who also represented his mother; and, in a second moment, the School managers and five collaborators, in a total of eight interviewees. The interviews were opened, following the cartographic method, with opening for the textures to be carried out by the interviewees. To instrumentalize the investigation, the Pedagogical Political Project was used as a didactic device, based on the device design by Souto (2019) and Oliveira (2013). Throughout its development, in addition to Freire and Josso, the investigation relied on theoretical-conceptual contributions from authors such as Castoriadis, Morin, and Nóvoa. It is concluded, with a spinosean look, at education and the affection that can be developed in educational relationships as where it meets the needs of the community where it is located. Through the redesign of the School's Pedagogical Political Project and after conducting semi-structured interviews, it was possible to identify that there is an active search by managers for a teaching profile that represents the values that the school proposes, making it differentiated, in the sense of inclusive and innovative. As a result, the importance of building emancipatory dialogical relationships within the school space is pointed out, so that co-authorship processes that emerge from the teachers themselves are identified, as those who authorize themselves to assume this new social role – that of author – become autonomous.Esta tese de doutorado insere-se na linha de pesquisa Docência, Saberes e Desenvolvimento Profissional, do Programa da Pós-Graduação em Educação da Universidade Federal de Santa Maria/RS. O objetivo deste trabalho foi identificar sinais de pertença e reconhecimento do grupo docente da Escola Municipal Professor Sérgio Lopes, por meio do Imaginário Social, a partir dos conceitos da obra de Cornelius Castoriadis, considerando o entendimento da diferença enquanto formação e exercício de suas docências. Metodologicamente, esta pesquisa buscou suporte no método cartográfico (PASSOS; KASTRUP; ESCÓSSIA, 2009), como gerador de possibilidades relacionais para o melhor entendimento do espaço escolar, das transformações que ele promove junto à comunidade vila Renascença e dos atores sociais que ali se apresentam. Foram realizadas entrevistas abertas sobre a experiência de ação dos atores na Escola e sobre como esta é vista pela comunidade, assim como a forma como ela se insere em suas vidas, alicerçando-se também no Projeto Político Pedagógico, documento que foi recriado para esta pesquisa. Para a produção dos dados, foi entrevistado o irmão do patrono da Escola, Prof. Sérgio Lopes, que também representou sua mãe; e, em um segundo momento, as gestoras da Escola e cinco colaboradores, em um total de oito entrevistados. As entrevistas foram abertas, seguindo o método cartográfico, com abertura para as tessituras a serem realizadas pelos entrevistados. Para instrumentalizar a investigação, foi utilizado o Projeto Político Pedagógico como dispositivo didático, baseado na concepção de dispositivo de Souto (2019) e Oliveira (2013). Ao longo do desenvolvimento, além de Freire e Josso, a investigação contou com aportes teóricoconceituais de autores como Castoriadis, Morin e Nóvoa. Conclui-se, a partir de um olhar spinoseano, que a educação e o afeto podem ser desenvolvidos nas relações educacionais, na medida em que a Escola se coaduna com as necessidades da comunidade onde está situada. Por meio do redesenho do Projeto Político Pedagógico da Escola e após a realização de entrevistas semiestruturadas, foi possível identificar que existe uma busca ativa das gestoras por um perfil docente que represente os valores da Escola, tornando-a diferenciada, no sentido de inclusiva e inovadora. Como resultados, aponta-se a importância da construção de relações dialógicas emancipatórias dentro do espaço escolar, para que se identifiquem processos de coautoria que emerjam dos próprios docentes, pois autonomiza-se quem se autoriza a assunção desse novo papel social – o de autor.Universidade Federal de Santa MariaBrasilEducaçãoUFSMPrograma de Pós-Graduação em EducaçãoCentro de EducaçãoOliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085Henz, Celso IlgoArenhaldt, RafaelSilva, Sidinei Pithan daBrancher, Vantoir RobertoSilva, Jéssica Dalcin da2023-06-07T18:33:47Z2023-06-07T18:33:47Z2023-05-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/29351porAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2023-06-07T18:33:47Zoai:repositorio.ufsm.br:1/29351Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-06-07T18:33:47Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes Autonomy, heteronomy and a bridge to authorship: the case of Professor Sergio Lopes Municipal School |
title |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes |
spellingShingle |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes Silva, Jéssica Dalcin da Autonomia Autoria Docência Imaginário social Magma Trajetos formativos Authorship Autonomy Formative paths Social imaginary Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes |
title_full |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes |
title_fullStr |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes |
title_full_unstemmed |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes |
title_sort |
Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes |
author |
Silva, Jéssica Dalcin da |
author_facet |
Silva, Jéssica Dalcin da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Oliveira, Valeska Maria Fortes de http://lattes.cnpq.br/3628223248832085 Henz, Celso Ilgo Arenhaldt, Rafael Silva, Sidinei Pithan da Brancher, Vantoir Roberto |
dc.contributor.author.fl_str_mv |
Silva, Jéssica Dalcin da |
dc.subject.por.fl_str_mv |
Autonomia Autoria Docência Imaginário social Magma Trajetos formativos Authorship Autonomy Formative paths Social imaginary Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
Autonomia Autoria Docência Imaginário social Magma Trajetos formativos Authorship Autonomy Formative paths Social imaginary Teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral thesis is part of the research line Teaching, Knowledge and Professional Development, of the Post-Graduate Program in Education at the Federal University of Santa Maria/RS. The objective of this work was to identify signs of belonging and recognition from the teaching group of a Municipal School Professor Sérgio Lopes, through the Social Imaginary, from the concepts of the work of Cornelius Castoriadis, from the understanding of difference as training and exercise of their teaching. Methodologically, this research sought support in the cartographic method (PASSOS; KASTRUP; ESCÓSSIA, 2009), as a generator of relational possibilities for a better understanding of the school space and the transformations that it develops together with the vila Renascença community, and the social actors that present themselves there. Open interviews were carried out about the experience of action of the actors in the School, and how they understand that this is seen by the communities, as well as the way in which it is inserted in their lives, also based on the Pedagogical Political Project, document which was recreated for this research. For the production of data, the brother of the patron of the School, Prof. Sérgio Lopes, who also represented his mother; and, in a second moment, the School managers and five collaborators, in a total of eight interviewees. The interviews were opened, following the cartographic method, with opening for the textures to be carried out by the interviewees. To instrumentalize the investigation, the Pedagogical Political Project was used as a didactic device, based on the device design by Souto (2019) and Oliveira (2013). Throughout its development, in addition to Freire and Josso, the investigation relied on theoretical-conceptual contributions from authors such as Castoriadis, Morin, and Nóvoa. It is concluded, with a spinosean look, at education and the affection that can be developed in educational relationships as where it meets the needs of the community where it is located. Through the redesign of the School's Pedagogical Political Project and after conducting semi-structured interviews, it was possible to identify that there is an active search by managers for a teaching profile that represents the values that the school proposes, making it differentiated, in the sense of inclusive and innovative. As a result, the importance of building emancipatory dialogical relationships within the school space is pointed out, so that co-authorship processes that emerge from the teachers themselves are identified, as those who authorize themselves to assume this new social role – that of author – become autonomous. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-06-07T18:33:47Z 2023-06-07T18:33:47Z 2023-05-19 |
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 |
http://repositorio.ufsm.br/handle/1/29351 |
url |
http://repositorio.ufsm.br/handle/1/29351 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação UFSM Programa de Pós-Graduação em Educação Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
atendimento.sib@ufsm.br||tedebc@gmail.com |
_version_ |
1805922071254925312 |