Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu
Autor(a) principal: | |
---|---|
Data de Publicação: | 2024 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/222342 |
Resumo: | This study contextualizes the processes that instrumentalize the impacts within today’s school curriculum and investigates the meaning of leadership in the face of a range of emotions. Historically, leadership has been part of social movements and has had the school as one of its reference points. However, this leadership appears to have acquired new meanings within specific social-emotional education programs. To develop the argument, critical theoretical references (such as Dardot and Laval; Illouz, Collet, and Grinberg; and Safatle) are used within a documentary analysis (developed using Cellard’s guidelines). Two singular initiatives are examined, in an attempt to understand how leadership has functioned within the school routine, which is understood to be a redirection of its historical meanings from the rearrangements of neoliberalism. In the discussion, the hierarchy of this impact was noted to have no longer been based solely on the motivation of a community to participate in a public agenda (the traditionally attributed meaning) but has been reconfigured, in singular contexts, into a mobilization of itself. Leadership is viewed as a pillar for self-entrepreneurship in the constitution of an engaged conduct of the subject with their personal goals, favoring the refining of their own affections in search of showing oneself to be competitive and flexible, which are demands of capitalism in its current state. From a charismatic leader committed to collective well-being, a selfmotivated leader arises, constructed from a psychological design that finds in the school (dualistic and hierarchical) its space for development. |
id |
USP-11_d0c54ad417e5a60836f927dc59bf5d61 |
---|---|
oai_identifier_str |
oai:revistas.usp.br:article/222342 |
network_acronym_str |
USP-11 |
network_name_str |
Educação e Pesquisa |
repository_id_str |
|
spelling |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do euSocial-emotional curricula and leadership: from collective mobilization to self-motivationSchool curriculumSocial-emotional skillsLeadershipCurrículo escolarCompetências socioemocionaisLiderançaThis study contextualizes the processes that instrumentalize the impacts within today’s school curriculum and investigates the meaning of leadership in the face of a range of emotions. Historically, leadership has been part of social movements and has had the school as one of its reference points. However, this leadership appears to have acquired new meanings within specific social-emotional education programs. To develop the argument, critical theoretical references (such as Dardot and Laval; Illouz, Collet, and Grinberg; and Safatle) are used within a documentary analysis (developed using Cellard’s guidelines). Two singular initiatives are examined, in an attempt to understand how leadership has functioned within the school routine, which is understood to be a redirection of its historical meanings from the rearrangements of neoliberalism. In the discussion, the hierarchy of this impact was noted to have no longer been based solely on the motivation of a community to participate in a public agenda (the traditionally attributed meaning) but has been reconfigured, in singular contexts, into a mobilization of itself. Leadership is viewed as a pillar for self-entrepreneurship in the constitution of an engaged conduct of the subject with their personal goals, favoring the refining of their own affections in search of showing oneself to be competitive and flexible, which are demands of capitalism in its current state. From a charismatic leader committed to collective well-being, a selfmotivated leader arises, constructed from a psychological design that finds in the school (dualistic and hierarchical) its space for development.Contextualizar os processos que instrumentalizam os afetos no currículo escolar hodierno, investigando como a liderança tem sido significada diante de um catálogo de emoções, constitui o objetivo deste estudo. Historicamente, a liderança compôs os movimentos sociais e tinha a escola como um de seus espaços de referência, mas essa afecção parece ter adquirido novos sentidos em programas específicos de educação socioemocional. Para desenvolver a argumentação, articulam-se referenciais teóricos críticos (como Dardot e Laval, Illouz, Collet e Grinberg, e Safatle) com uma análise documental (desenvolvida por meio das orientações de Cellard), por meio do exame de duas iniciativas singulares, em busca de compreender como a liderança tem figurado no cotidiano escolar, problematizando o que se entende como um redirecionamento de seus sentidos históricos a partir dos remanejos do neoliberalismo. Na discussão, percebe-se que a hierarquização desse afeto não tem mais se pautado unicamente na motivação de uma comunidade para a participação em uma pauta pública (sentido tradicionalmente atribuído), mas tem se reconfigurado, em contextos singulares, em uma mobilização de si mesmo. A liderança passa a ser concebida como um pilar para o empreendedorismo de si na constituição de uma conduta engajada do sujeito com seus objetivos pessoais, favorecendo a lapidação de seus próprios afetos em busca de se mostrar competitivo e flexível, exigências do capitalismo em sua face atual. De um líder carismático e comprometido com o coletivo erige-se um líder de si conformado a partir de um design psicológico que tem na escola (dualista e hierarquizada) seu espaço de formação.Universidade de São Paulo. Faculdade de Educação2024-02-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://www.revistas.usp.br/ep/article/view/22234210.1590/S1678-4634202450269220Educação e Pesquisa; v. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e269220Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e269220Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e2692201678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/222342/202995https://www.revistas.usp.br/ep/article/view/222342/202996Copyright (c) 2024 Educação e Pesquisahttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessEstormovski, Renata Cecilia Silva, Roberto Rafael Dias da 2024-04-17T22:00:20Zoai:revistas.usp.br:article/222342Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2024-04-17T22:00:20Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu Social-emotional curricula and leadership: from collective mobilization to self-motivation |
title |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu |
spellingShingle |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu Estormovski, Renata Cecilia School curriculum Social-emotional skills Leadership Currículo escolar Competências socioemocionais Liderança |
title_short |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu |
title_full |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu |
title_fullStr |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu |
title_full_unstemmed |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu |
title_sort |
Currículos socioemocionais e liderança: da mobilização coletiva à motivação do eu |
author |
Estormovski, Renata Cecilia |
author_facet |
Estormovski, Renata Cecilia Silva, Roberto Rafael Dias da |
author_role |
author |
author2 |
Silva, Roberto Rafael Dias da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Estormovski, Renata Cecilia Silva, Roberto Rafael Dias da |
dc.subject.por.fl_str_mv |
School curriculum Social-emotional skills Leadership Currículo escolar Competências socioemocionais Liderança |
topic |
School curriculum Social-emotional skills Leadership Currículo escolar Competências socioemocionais Liderança |
description |
This study contextualizes the processes that instrumentalize the impacts within today’s school curriculum and investigates the meaning of leadership in the face of a range of emotions. Historically, leadership has been part of social movements and has had the school as one of its reference points. However, this leadership appears to have acquired new meanings within specific social-emotional education programs. To develop the argument, critical theoretical references (such as Dardot and Laval; Illouz, Collet, and Grinberg; and Safatle) are used within a documentary analysis (developed using Cellard’s guidelines). Two singular initiatives are examined, in an attempt to understand how leadership has functioned within the school routine, which is understood to be a redirection of its historical meanings from the rearrangements of neoliberalism. In the discussion, the hierarchy of this impact was noted to have no longer been based solely on the motivation of a community to participate in a public agenda (the traditionally attributed meaning) but has been reconfigured, in singular contexts, into a mobilization of itself. Leadership is viewed as a pillar for self-entrepreneurship in the constitution of an engaged conduct of the subject with their personal goals, favoring the refining of their own affections in search of showing oneself to be competitive and flexible, which are demands of capitalism in its current state. From a charismatic leader committed to collective well-being, a selfmotivated leader arises, constructed from a psychological design that finds in the school (dualistic and hierarchical) its space for development. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/222342 10.1590/S1678-4634202450269220 |
url |
https://www.revistas.usp.br/ep/article/view/222342 |
identifier_str_mv |
10.1590/S1678-4634202450269220 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/222342/202995 https://www.revistas.usp.br/ep/article/view/222342/202996 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e269220 Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e269220 Educação e Pesquisa; Vol. 50 (2024): Volume 50 contínuo de 2024 - Educação e Pesquisa; e269220 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
_version_ |
1800237484847661056 |