Pedagogia para as desigualdades: um caminho para a escola cidadã

• Autor(a) principal: Valle, Carmen Lúcia Bueno
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/25109
• topic: pedagogia; desigualdade; cidadania; competência comunicativa; competência social; educação linguística; Pedagogy; inequality; citizenship; communicative skills; social ability; linguistic education; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

This thesis intends to develop assumptions of a pedagogy that takes into account in addition to the development of a communicative skills in all pupils indiscriminately the unveiling of the other by means of a social, linguistic and contextual knowledge exchange among public and private schools pupils, with a view at developing a social ability enough to promote transformative actions in society. Apart from this, one understands that pedagogy for inequalities, as proposed in this investigation, is a path to the citizen school, in line with the education purposes provided in legislative dictates. One seeks to reveal that the school has been failing in this point, from the comparative and qualitative analysis of a corpus comprising texts by 1st year High School pupils of both school levels located in extremely opposite social environments. The analysis of these textual productions is carried out in two stages. The first is the appreciation of the communicative skills developed by these pupils subsequent to eight years of schooling, comparing the teaching and learning differences in the linguistic education in the two educational settings. The second stage deals with observation of social ability of each group of pupils, taking that this should be the responsibility of any school that purports to be a citizen school. By analyzing the referred corpus, one presumes that the exercise of citizenship will only take place if schools develop these two capabilities. Through this set of expertise, the individual will be able to assure his right to be heard, communicating to the other , different from the self , his reading of the world. One supports the idea that the right to be heard implies a linguistic knowledge that is appropriate to communication in every situation. By means of social savvy, which one believes is learned particularly by the less privileged the right to have a chance , avoiding the spread of inequalities. This research was based on theoretical premises by Paulo Freire, in potential, and other theories of education sociology and linguistic education.