The social function of school: the implementation of an institutional project for ethical coexistence

Author(s)

Flávia Maria de Campos Vivaldi

• Document type: Doctoral Thesis
• Press: Campinas, SP.
• Institution: Universidade Estadual de Campinas (UNICAMP). Faculdade de Educação
• Defense date: 2020-02-20

Examining board members

Telma Pileggi Vinha; Maria Suzana de Stefano Menin; Luciene Regina Paulino Tognetta; Ana Maria Falcão de Aragão; Alessandra de Morais Shimizu

• Advisor: Telma Pileggi Vinha

Abstract

Contemporary brings the effects of globalization, increasing the possibility of each subject to relate to the world, in real time facts and events. While this democratization of information has positive impacts on society, the speed of information circulation contributes to an sometimes exaggerated immediacy in social dynamics. The news is constantly present and provocative. In this sense, daily coexistence at school reveals restless and disruptive postures in the face of monotonous and repetitive scenarios, still present in many classrooms. In the educational setting, the use of practices guided by the paradigm of an education centered more on authoritarianism than on teacher authority is recurrent in school. Thus, a recurring problem in the current educational environment has become one of the major challenges in the daily reality of educational institutions: the absence of intentionality and, therefore, of planning, the work developed in schools, with regard to interpersonal relationships. , greatly compromising the quality of coexistence among everyone in the community. Seeking to contribute effectively to a democratic and respectful education, we chose a public school for the development of this doctoral research. It was a quanti-quali study, characterized as an action research developed in a Municipal Public School, in a city in the interior of São Paulo, which aimed to implement and evaluate the teacher training program; and identify which transformations occurred, indicating the main advances and difficulties of the school in the area of ??coexistence. The intervention consisted of a series of complementary actions (preventive, curative and fostering) that, in short, consisted of: the insertion of a weekly discipline in the curriculum of students of the final years of elementary school so that coexistence and morality were systematically discussed; in weekly training for professionals in these schools; fortnightly training directed only to managers and teachers of reference (who are responsible for the new discipline); in the establishment of spaces for participation, resolution and mediation of conflicts; in youth protagonism proposals, such as aid teams; and monitoring the main procedures implemented. Data collection included different procedures: observation sessions at school; questionnaires to evaluate the different stages of the intervention; school climate assessment questionnaires (before and after one year of intervention) in teachers, students (from 7th grade) and managers; interviews with teachers, managers and students; and reports and testimonials during the formation meetings. Content analysis was the methodology adopted for data processing. The results show significant advances regarding the critical and conscious view of students, teachers and managers about the quality of interactions established in the school. The school's commitment to the transformation of relationships allowed the adoption of interactive practices and dynamics, intentionally designed to improve coexistence. The institution's rules have been revised by the community and the new document emphasizes the values ??elected and upheld by the school. The work developed allowed us to identify which aspects of the school universe should be considered as essential when planning for ethical coexistence. With this, we seek to contribute effectively to an education that considers the quality of human relations as a means and as an end in the whole educational process (AU)

• FAPESP's process: 16/13376-7 - The social function of the school: the focus on improving coexistence.
• Grantee: Flávia Maria de Campos Vivaldi
• Support Opportunities: Scholarships in Brazil - Doctorate