A crise da escola e as possibilidades de sua ressignificação sociopolítica e cultural

• Autor(a) principal: Piaia, Consuelo Cristine
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
• Texto Completo: http://tede.upf.br/jspui/handle/tede/1278
• topic: Educação; Escolas públicas; Educação e Estado; CIENCIAS HUMANAS::EDUCACAO

The main goal of the research is to evaluate the crisis of the school model present in most parts of the Brazilian Educational scenario. Moreover, from the information obtained from the pedagogical organization and work of the Schools Zandoná (RS), Iraci (PR) and Instituto Josué de Castro, we aim to draw propositional elements of a social pedagogy that allows us to think the overcoming of the school crisis through its resignification, thus addressing the challenges posed by the complex societies. To develop the thesis, we opted for the realization of a case study, having as its structural axis the documentalresearch and the participative observation at Zandoná School. We also analyzed publications like articles, dissertations, thesis and books published about the Iraci School and the Instituto Josué. The critics to the school, as well as the diagnostic of the complex societies, are done basedon bibliographic productions, especially relying on authors like Arroyo, Enguita, Freire, Santos, Charlot and Dubet among others. We argue that the school, in its dominant arrangement,is not able to respond in a propositional manner to the challenges posed by the complex societies.Those transformations that are occurring specially with the new technological devices, among which the internet impacts profoundly in the social organization and in the working world, are also unfolding in the framework of educational institutions. Many Brazilian educational institutions still continue with an internal organization based on periods, grades, decontextualized curriculum, methodologies based on transmission of information,thus compromising a dialogue with the emerging questions in the diverse contexts. These mismatching deepens this crisis. The pedagogical experiences researched show that it is possible to think the school education in other perspectives, giving meaning to the involved subjects, especially to the students. Their organizational structures, the pedagogical work and their histories are live experiences that unsettle, bother and dislodge.The thesis sustains the idea that these institutions are able to deepen and keep organic linkages with the local and global context in a perspective of an interdisciplinary pedagogical work. The study gives viability to principles that are potential generators of the school resignification and in this movement, it seeks to reflect upon the possibilities of public educational policies that allow a profound and systematic dialogue between school and society. The principle that emerges out of this analysis is the concept of experience as a basic mean to the development of new ways of thinking the education. In the pedagogical work of the educational institutions stands out the teachers formation, the interdisciplinarity, the role of humanities in thecurriculum, the flexibility of pedagogical times and spaces and the democratic management. The conception and continuity of an alternative proposal of education is materialized only if the political option of the teachers and of the school community is for a project of human being and of society that excels for the collective and humanitarian dimension, grounded in the political and pedagogical capacity of the educators in realizing this proposal of education.