Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural

Detalhes bibliográficos
Autor(a) principal: Mello, Flávia Carvalho Malta de
Data de Publicação: 2001
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFU
Texto Completo: https://repositorio.ufu.br/handle/123456789/30153
http://doi.org/10.14393/ufu.di.2001.68
Resumo: The present work is part of an investigative effort conducted under the supervision of the Center for Research and Studies of School Learning and Practices of the Graduate (Master’s Degree Levei) program (Department of Education - Federal University of Uberlândia). More specifically, this research focusses on issues related to the field of educational policies and their impact on institutional education. Its central objective was to discuss how the reality of school underachievement and failure has been addressed by politico-pedagogic proposals considered innovative. Most particularly it focuses on the Plural School (Escola Plural) model developed by the public school system of the city of Belo Horizonte in the mid 1990’s. It was necessary to understand to what extent the new approach adopted by the educational policies implemented in conjunction with the Escola Plural model created change in the “doing” and “thinking” in the art of teaching. To answer these questions it was necessary, in the beginning, to address the main theoretical approaches that deal with the issue of school underachievement and ftnd out how these approaches are present in the historical development of the Brazilian socitey and education. The starting point of the effort to address these issues was the “Movement for the New School”in Brasil, a movement that started in the 1920’s and culminating in the 1990’s with the advent of several alternative pedagogic approaches which were implemented in many public school Systems amongst which that of the city of Belo Horizonte. This data is systematized in the fírst chapter. The second chapter is dedicated to an analysis of the Escola Plural concept. Its goal is to analyse this new model, which was developed in contrast with and as an alternative to the traditional school model of selection and exclusion. The new model was conceived and developed based on new initiatives that were already emerging in the public school system of Belo Horizonte which sought to re-think pedagogic practices and examine methods dealing with the issue of school underachievement. Finally in the third chapter the data obtained from interviews with teachers of the Belo Horizonte public school system is properly categorized and systematized. Altogether 12 teachers participated in the interview process from a total of four (4) different schools. Two (2) of these schools were considered as resistant to the the Plural School model whereas the other two (2) were considered supportive of the model. In order to appropriately analyze, decode and process the data collected by way of these interviews, the theory of social representation was employed (with an approach delineated by Serge Moscovici). At the end of these analysis it was possible to establish that, despile proposing new mechanisms and new methodologies to deal with the issue of school underachievement, many elements of this new approach still relain influence of the biopsychological perspective as well as of the cultural déficit approach in their teaching practices and representations. The conclusion is that important changes have been achieved in the Belo Horizonte Public School System as a result of the Escola Plural model to overcome practices responsible for school underachievement. However, many of these changes have yet to be fully incorporated to the “doing” and “thinking” of the teaching practices of the professionals of the public school system.
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spelling Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola pluralNew ways to face school failure?: theory and practice in the context of the plural school proposalEscola pluralFracasso escolarCNPQ::CIENCIAS HUMANAS::EDUCACAOFracasso escolarEscolas - Organização e administraçãoThe present work is part of an investigative effort conducted under the supervision of the Center for Research and Studies of School Learning and Practices of the Graduate (Master’s Degree Levei) program (Department of Education - Federal University of Uberlândia). More specifically, this research focusses on issues related to the field of educational policies and their impact on institutional education. Its central objective was to discuss how the reality of school underachievement and failure has been addressed by politico-pedagogic proposals considered innovative. Most particularly it focuses on the Plural School (Escola Plural) model developed by the public school system of the city of Belo Horizonte in the mid 1990’s. It was necessary to understand to what extent the new approach adopted by the educational policies implemented in conjunction with the Escola Plural model created change in the “doing” and “thinking” in the art of teaching. To answer these questions it was necessary, in the beginning, to address the main theoretical approaches that deal with the issue of school underachievement and ftnd out how these approaches are present in the historical development of the Brazilian socitey and education. The starting point of the effort to address these issues was the “Movement for the New School”in Brasil, a movement that started in the 1920’s and culminating in the 1990’s with the advent of several alternative pedagogic approaches which were implemented in many public school Systems amongst which that of the city of Belo Horizonte. This data is systematized in the fírst chapter. The second chapter is dedicated to an analysis of the Escola Plural concept. Its goal is to analyse this new model, which was developed in contrast with and as an alternative to the traditional school model of selection and exclusion. The new model was conceived and developed based on new initiatives that were already emerging in the public school system of Belo Horizonte which sought to re-think pedagogic practices and examine methods dealing with the issue of school underachievement. Finally in the third chapter the data obtained from interviews with teachers of the Belo Horizonte public school system is properly categorized and systematized. Altogether 12 teachers participated in the interview process from a total of four (4) different schools. Two (2) of these schools were considered as resistant to the the Plural School model whereas the other two (2) were considered supportive of the model. In order to appropriately analyze, decode and process the data collected by way of these interviews, the theory of social representation was employed (with an approach delineated by Serge Moscovici). At the end of these analysis it was possible to establish that, despile proposing new mechanisms and new methodologies to deal with the issue of school underachievement, many elements of this new approach still relain influence of the biopsychological perspective as well as of the cultural déficit approach in their teaching practices and representations. The conclusion is that important changes have been achieved in the Belo Horizonte Public School System as a result of the Escola Plural model to overcome practices responsible for school underachievement. However, many of these changes have yet to be fully incorporated to the “doing” and “thinking” of the teaching practices of the professionals of the public school system.Dissertação (Mestrado)Este trabalho se insere dentro do campo de investigação do Núcleo de Pesquisa e Estudos de Saberes e Práticas Escolares do Programa de Pós-Graduação/Mestrado em Educação da Universidade Federal de Uberlândia, mais especificamente dentro da linha de pesquisa que investiga questões do campo das políticas educacionais e suas implicações na organização escolar. Teve como objetivo central discutir como a questão do fracasso escolar tem sido abordada e enfrentada nas propostas político-pedagógicas consideradas inovadoras, em especial, na experiência da proposta Escola Plural, implantada na rede municipal de ensino de Belo Horizonte a partir de meados dos anos 90. Interessava compreender em que medida as novas diretrizes definidas no contexto das políticas educacionais implementadas, a partir da proposta Escola Plural, implicaram mudanças no fazer e no pensar docente. Inicialmente, recuperamos as principais abordagens teóricas sobre a questão do fracasso escolar e como essas se fizeram presentes no desenvolvimento histórico da sociedade e da educação brasileira. Essa retomada teve como ponto de partida as contribuições do Movimento da Escola Nova no Brasil, a partir dos anos 20, chegando até os anos 90, quando teremos no Brasil a eclosão de várias propostas pedagógicas alternativas sendo implementadas em diferentes sistemas de ensino, dentre eles o da rede municipal de Belo Horizonte. Em seguida, analisamos a proposta Escola Plural, seus fundamentos, diretrizes e contexto histórico em que foi produzida, para depois sistematizarmos os dados obtidos a partir de depoimentos de professores da rede municipal de ensino de Belo Horizonte. Foram entrevistados doze professores de quatro escolas distintas, sendo que duas dessas escolas eram consideradas como unidades resistentes à proposta Escola Plural e as outras duas como instituições que apoiavam de forma mais efetiva essa proposta. Para a análise desses depoimentos recorremos à Teoria das Representações Sociais, a partir da perspectiva delineada por Serge Moscovici. Ao final das análises desenvolvidas, concluímos que, apesar da proposta Escola Plural propor novos mecanismos e novas perspectivas de análise para o enfrentamento da questão do fracasso escolar, vários elementos de abordagens dessa questão dentro de uma concepção biopsicologizada, quanto aquelas dentro da perspectiva da tese do déficit cultural, continuam fortemente presentes nas representações e práticas dos docentes. Depreende-se que, sem dúvida, na rede municipal de ensino de Belo Horizonte, a partir da proposta Escola Plural, importantes mudanças têm ocorrido na busca de superação das práticas geradoras do fracasso escolar, entretanto, muitas dessas mudanças ainda não se consolidaram no fazer e no pensar docente dos profissionais dessa rede.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoSilva, Marcelo Soares Pereira daDalben, Ângela Imaculada Loureiro de FreitasCicillini, Graça AparecidaMello, Flávia Carvalho Malta de2020-10-20T23:25:32Z2020-10-20T23:25:32Z2001info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfMELLO, Flávia Carvalho Malta de. Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural. 2001. 138 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2001.68https://repositorio.ufu.br/handle/123456789/30153http://doi.org/10.14393/ufu.di.2001.68porhttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2020-10-21T06:19:28Zoai:repositorio.ufu.br:123456789/30153Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2020-10-21T06:19:28Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
New ways to face school failure?: theory and practice in the context of the plural school proposal
title Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
spellingShingle Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
Mello, Flávia Carvalho Malta de
Escola plural
Fracasso escolar
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Fracasso escolar
Escolas - Organização e administração
title_short Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
title_full Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
title_fullStr Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
title_full_unstemmed Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
title_sort Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural
author Mello, Flávia Carvalho Malta de
author_facet Mello, Flávia Carvalho Malta de
author_role author
dc.contributor.none.fl_str_mv Silva, Marcelo Soares Pereira da
Dalben, Ângela Imaculada Loureiro de Freitas
Cicillini, Graça Aparecida
dc.contributor.author.fl_str_mv Mello, Flávia Carvalho Malta de
dc.subject.por.fl_str_mv Escola plural
Fracasso escolar
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Fracasso escolar
Escolas - Organização e administração
topic Escola plural
Fracasso escolar
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Fracasso escolar
Escolas - Organização e administração
description The present work is part of an investigative effort conducted under the supervision of the Center for Research and Studies of School Learning and Practices of the Graduate (Master’s Degree Levei) program (Department of Education - Federal University of Uberlândia). More specifically, this research focusses on issues related to the field of educational policies and their impact on institutional education. Its central objective was to discuss how the reality of school underachievement and failure has been addressed by politico-pedagogic proposals considered innovative. Most particularly it focuses on the Plural School (Escola Plural) model developed by the public school system of the city of Belo Horizonte in the mid 1990’s. It was necessary to understand to what extent the new approach adopted by the educational policies implemented in conjunction with the Escola Plural model created change in the “doing” and “thinking” in the art of teaching. To answer these questions it was necessary, in the beginning, to address the main theoretical approaches that deal with the issue of school underachievement and ftnd out how these approaches are present in the historical development of the Brazilian socitey and education. The starting point of the effort to address these issues was the “Movement for the New School”in Brasil, a movement that started in the 1920’s and culminating in the 1990’s with the advent of several alternative pedagogic approaches which were implemented in many public school Systems amongst which that of the city of Belo Horizonte. This data is systematized in the fírst chapter. The second chapter is dedicated to an analysis of the Escola Plural concept. Its goal is to analyse this new model, which was developed in contrast with and as an alternative to the traditional school model of selection and exclusion. The new model was conceived and developed based on new initiatives that were already emerging in the public school system of Belo Horizonte which sought to re-think pedagogic practices and examine methods dealing with the issue of school underachievement. Finally in the third chapter the data obtained from interviews with teachers of the Belo Horizonte public school system is properly categorized and systematized. Altogether 12 teachers participated in the interview process from a total of four (4) different schools. Two (2) of these schools were considered as resistant to the the Plural School model whereas the other two (2) were considered supportive of the model. In order to appropriately analyze, decode and process the data collected by way of these interviews, the theory of social representation was employed (with an approach delineated by Serge Moscovici). At the end of these analysis it was possible to establish that, despile proposing new mechanisms and new methodologies to deal with the issue of school underachievement, many elements of this new approach still relain influence of the biopsychological perspective as well as of the cultural déficit approach in their teaching practices and representations. The conclusion is that important changes have been achieved in the Belo Horizonte Public School System as a result of the Escola Plural model to overcome practices responsible for school underachievement. However, many of these changes have yet to be fully incorporated to the “doing” and “thinking” of the teaching practices of the professionals of the public school system.
publishDate 2001
dc.date.none.fl_str_mv 2001
2020-10-20T23:25:32Z
2020-10-20T23:25:32Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv MELLO, Flávia Carvalho Malta de. Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural. 2001. 138 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2001.68
https://repositorio.ufu.br/handle/123456789/30153
http://doi.org/10.14393/ufu.di.2001.68
identifier_str_mv MELLO, Flávia Carvalho Malta de. Novos caminhos para o enfrentamento do fracasso escolar?: a teoria e a prática no contexto da proposta escola plural. 2001. 138 f. Dissertação (Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2001.68
url https://repositorio.ufu.br/handle/123456789/30153
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Brasil
Programa de Pós-graduação em Educação
publisher.none.fl_str_mv Universidade Federal de Uberlândia
Brasil
Programa de Pós-graduação em Educação
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