Full text
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| Author(s): |
Sara Badra de Oliveira
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação |
| Defense date: | 2013-03-07 |
| Examining board members: |
Mara Regina Lemes de Sordi;
Geisa do Socorro Cavalcanti Vaz Mendes;
Luiz Carlos de Freitas
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| Advisor: | Mara Regina Lemes de Sordi |
| Abstract | |
This research intends to understand the organizational complexity and internal dynamic of a school that has conducted its own processes of improvement and construction/implementation of Political Pedagogical Project. Which factors influence the conduction of change processes within the school and the maintenance of initiatives perceived as innovative over time are questions that motivate the study. This research aims to contribute to the broad scope of research about the active role that school actors play in the construction of educational quality, reinforcing that the direction of the school must belong to teachers, and emphasizing the importance of strengthening the school collective and its participation and negotiation processes in order to pursue the negotiated quality of the public education in the current political context of "corporate reform". As a case study, we have chosen a specific school (Escola Municipal de Ensino Fundamental) in São Paulo city which is quite famous because of its alternative proposals, related to organization of space and time, to teaching and learning process, and to social relations and collective work anchored in the participation of various segments. We aimed to understand the movement of change/maintenance of the Political Pedagogical Project guidelines of this specific school, as well as the contradictions of the collective construction process over the years. In order to do that, we have made a description of the historical course of this Project since its first year of implementation, 2004, through a focused look at the conflicts and the different viewpoints of the actors. In order to collect data we used document analyse (like records of the School Board), observation that we have recorded in a field diary, and semi-structured interviews with parents, teachers and management team. We conclude that change can not be extended to a group that conceives it for a group that implements it, which is valid both for the relationship between the government and local level and for the relationship between groups within the school; and that change depends inevitably on how the school as a whole conducts its processes of participation and negotiation and how the internal conditions and the various actors are able to take ownership of the proposal and to undertake improvement process. It means that it is necessary to open for communication, for the emergence of conflicts, through movements of participation and negotiation of quality. (AU) | |
| FAPESP's process: | 11/05168-1 - Challenges for the implementation of an innovative political-pedagogic project: the case of EMEF Amorim Lima |
| Grantee: | Sara Badra de Oliveira |
| Support Opportunities: | Scholarships in Brazil - Master |