Teachers narrative from a democratic school
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | ETD - Educação Temática Digital |
Texto Completo: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8661964 |
Resumo: | This experience report presents part of a postdoctoral research conducted at the Pandavas Institute, a community elementary school which began its work in the 1970s, based on anthroposophy. In 2013, it became one of the Brazilian democratic schools, using project pedagogy, in an attempt to dilute the separation of students by grade and age, as well as fixed class schedules. For this, the school outlined a pedagogical organization in which students could define the direction of their development, believing in the autonomy, emancipation of each individual and in the participative management. To understand this context, a narrative research was conducted with the teachers and the pedagogical coordinator of this institution. The main objective of this report is to understand the perceptions of teachers and pedagogical coordinator about democratic school from the experience in Pandavas community school. The narratives showed that, through assemblies, dialogue, “Education to think, feel and act” and participatory practices, it is possible for students to assume their role as social, collective subjects, expanding their ability to read the world, problematizing it through a transformative praxis. In the teachers’ report it was observed that education for humanization is not only for students, for teachers are also trained in this perspective and can self-realize, expressing their feelings, while considering the emotional side of the students in daily school life, in a dialogical process that envisions an education for social transformation. |
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Teachers narrative from a democratic schoolNarrativas de profesores de una escuela democráticaNarrativas de professores de uma escola democrática Educación democráticaNarrativas de los profesoresPrácticas educativasDemocratic educationTeachers' narrativesEducational practicesNarrativas de professoresPráticas educativasEducação democráticaThis experience report presents part of a postdoctoral research conducted at the Pandavas Institute, a community elementary school which began its work in the 1970s, based on anthroposophy. In 2013, it became one of the Brazilian democratic schools, using project pedagogy, in an attempt to dilute the separation of students by grade and age, as well as fixed class schedules. For this, the school outlined a pedagogical organization in which students could define the direction of their development, believing in the autonomy, emancipation of each individual and in the participative management. To understand this context, a narrative research was conducted with the teachers and the pedagogical coordinator of this institution. The main objective of this report is to understand the perceptions of teachers and pedagogical coordinator about democratic school from the experience in Pandavas community school. The narratives showed that, through assemblies, dialogue, “Education to think, feel and act” and participatory practices, it is possible for students to assume their role as social, collective subjects, expanding their ability to read the world, problematizing it through a transformative praxis. In the teachers’ report it was observed that education for humanization is not only for students, for teachers are also trained in this perspective and can self-realize, expressing their feelings, while considering the emotional side of the students in daily school life, in a dialogical process that envisions an education for social transformation.Este informe de experiência presenta parte de una investigación postdoctoral realizada en el Instituto Pandavas, una escuela primaria comunitaria que comenzó su trabajo en la década de 1970, basada en la antroposofía. En 2013, se convirtió en una de las escuelas democráticas brasileñas, utilizando la pedagogía del proyecto, diluindo la separación de estudiantes por grado y edad, así como horarios fijos de clase. Para esto, la escuela describió una organización pedagógica en que los estudiantes podían definir la dirección de su desarrollo, creyendo en la autonomía, la emancipación de cada individuo y en la gestión participativa. Para comprender este contexto, se realizó una investigación narrativa con los docentes de esta institución. El objetivo principal de este informe es comprender las percepciones de los maestros sobre la escuela democrática a partir de la experiencia en la escuela de la comunidad de Pandavas. Las narrativas mostraran que, a través de asambleas, diálogos, "Educación para pensar, sentir y actuar" y prácticas participativas, es posible que los estudiantes asuman su papel como sujetos sociales, colectivos, ampliando su capacidad de leer el mundo, problematizándolo a través de una praxis transformadora. En el informe de los docentes se observó que la educación para la humanización no es solo para los estudiantes, sino que los docentes también están capacitados en esta perspectiva y pueden darse cuenta de sí mismos, expresando sus sentimientos, mientras consideran el lado emocional de los estudiantes en la vida escolar diaria, en un proceso dialógico que contempla una educación para la transformación social.Este relato de experiência apresenta parte de uma pesquisa de pós-doutorado realizada no Instituto Pandavas, escola comunitária de ensino fundamental que iniciou seu trabalho na década de 1970, baseada na antroposofia. Em 2013, passou a ser uma das escolas democráticas brasileiras, utilizando a pedagogia de projetos, na tentativa de diluir a separação dos alunos por séries/idades, bem como os horários fixos das aulas. Para isso, a escola delineou uma organização pedagógica em que os alunos definem os rumos de seu desenvolvimento, com base na autonomia, na emancipação de cada indivíduo e na gestão democrática. Para compreender esse contexto, realizou-se uma pesquisa narrativa com os professores e a coordenadora pedagógica dessa instituição. O objetivo deste relato é compreender as percepções de professores e coordenadora pedagógica sobre suas experiências na escola comunitária Pandavas. As narrativas mostraram que, por meio das assembleias, do diálogo, da “Educação para pensar, sentir e agir” e das práticas participativas, é possível aos alunos assumir seu papel de sujeitos sociais, coletivos, expandindo sua capacidade de ler o mundo, problematizando-o por meio de uma práxis transformadora. O relato dos professores foi possível permitiu observar que a educação para a humanização não é algo somente para os alunos, pois os professores igualmente são formados nessa perspectiva e podem se autorrealizar, expressando seus sentimentos, ao mesmo tempo em que consideram o lado emocional dos alunos no cotidiano escolar, em um processo dialógico que vislumbra uma educação para a transformação social.Universidade Estadual de Campinas2022-08-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresTextoTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/866196410.20396/etd.v24i3.8661964ETD - Educação Temática Digital; Vol. 24 No. 3 (2022): Doing and Thinking Education; 692-709ETD - Educação Temática Digital; Vol. 24 Núm. 3 (2022): Hacer y Pensar Educación; 692-709ETD - Educação Temática Digital; v. 24 n. 3 (2022): Fazer e Pensar a Educação; 692-7091676-2592reponame:ETD - Educação Temática Digitalinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporenghttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8661964/31822https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8661964/31823Brazil; ContemporaryBrasil; ContemporâneoBrasil; ContemporáneoCopyright (c) 2022 ETD - Educação Temática Digitalhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPossato, Beatris Cristina Monção, Maria Aparecida Guedes2023-04-18T14:15:21Zoai:ojs.periodicos.sbu.unicamp.br:article/8661964Revistahttp://periodicos.sbu.unicamp.br/ojs/index.php/etdPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/oaippec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br1676-25921676-2592opendoar:2023-04-18T14:15:21ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Teachers narrative from a democratic school Narrativas de profesores de una escuela democrática Narrativas de professores de uma escola democrática |
title |
Teachers narrative from a democratic school |
spellingShingle |
Teachers narrative from a democratic school Possato, Beatris Cristina Educación democrática Narrativas de los profesores Prácticas educativas Democratic education Teachers' narratives Educational practices Narrativas de professores Práticas educativas Educação democrática |
title_short |
Teachers narrative from a democratic school |
title_full |
Teachers narrative from a democratic school |
title_fullStr |
Teachers narrative from a democratic school |
title_full_unstemmed |
Teachers narrative from a democratic school |
title_sort |
Teachers narrative from a democratic school |
author |
Possato, Beatris Cristina |
author_facet |
Possato, Beatris Cristina Monção, Maria Aparecida Guedes |
author_role |
author |
author2 |
Monção, Maria Aparecida Guedes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Possato, Beatris Cristina Monção, Maria Aparecida Guedes |
dc.subject.por.fl_str_mv |
Educación democrática Narrativas de los profesores Prácticas educativas Democratic education Teachers' narratives Educational practices Narrativas de professores Práticas educativas Educação democrática |
topic |
Educación democrática Narrativas de los profesores Prácticas educativas Democratic education Teachers' narratives Educational practices Narrativas de professores Práticas educativas Educação democrática |
description |
This experience report presents part of a postdoctoral research conducted at the Pandavas Institute, a community elementary school which began its work in the 1970s, based on anthroposophy. In 2013, it became one of the Brazilian democratic schools, using project pedagogy, in an attempt to dilute the separation of students by grade and age, as well as fixed class schedules. For this, the school outlined a pedagogical organization in which students could define the direction of their development, believing in the autonomy, emancipation of each individual and in the participative management. To understand this context, a narrative research was conducted with the teachers and the pedagogical coordinator of this institution. The main objective of this report is to understand the perceptions of teachers and pedagogical coordinator about democratic school from the experience in Pandavas community school. The narratives showed that, through assemblies, dialogue, “Education to think, feel and act” and participatory practices, it is possible for students to assume their role as social, collective subjects, expanding their ability to read the world, problematizing it through a transformative praxis. In the teachers’ report it was observed that education for humanization is not only for students, for teachers are also trained in this perspective and can self-realize, expressing their feelings, while considering the emotional side of the students in daily school life, in a dialogical process that envisions an education for social transformation. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-22 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares Texto Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8661964 10.20396/etd.v24i3.8661964 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8661964 |
identifier_str_mv |
10.20396/etd.v24i3.8661964 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8661964/31822 https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8661964/31823 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 ETD - Educação Temática Digital https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.coverage.none.fl_str_mv |
Brazil; Contemporary Brasil; Contemporâneo Brasil; Contemporáneo |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
publisher.none.fl_str_mv |
Universidade Estadual de Campinas |
dc.source.none.fl_str_mv |
ETD - Educação Temática Digital; Vol. 24 No. 3 (2022): Doing and Thinking Education; 692-709 ETD - Educação Temática Digital; Vol. 24 Núm. 3 (2022): Hacer y Pensar Educación; 692-709 ETD - Educação Temática Digital; v. 24 n. 3 (2022): Fazer e Pensar a Educação; 692-709 1676-2592 reponame:ETD - Educação Temática Digital instname:Universidade Estadual de Campinas (UNICAMP) instacron:UNICAMP |
instname_str |
Universidade Estadual de Campinas (UNICAMP) |
instacron_str |
UNICAMP |
institution |
UNICAMP |
reponame_str |
ETD - Educação Temática Digital |
collection |
ETD - Educação Temática Digital |
repository.name.fl_str_mv |
ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP) |
repository.mail.fl_str_mv |
ppec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br |
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1800216649198993408 |