A relação escola e família: desafios e possibilidades para uma construção participativa
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
Departamento: |
Faculdade de Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.pucsp.br/jspui/handle/handle/36294 |
Resumo: | This research explores the relationship between school and family from the perspective of democratic administration, with the general objective of collectively developing strategies to promote family participation in school administration processes. The research took place at the Municipal School of Early Childhood Education (EMEI), located in the far East Zone of São Paulo, in the neighborhood of Cidade Tiradentes, with families of the children enrolled in this educational unit. The qualitative research utilized a methodological procedure of five formative meetings, inspired by the assumptions of action research, with families of the students, using generative themes as triggers for reflective work and dialogue construction among participants, looking at the reality of the territory and the daily life lived by these families, in the pursuit of promoting active participation and considering the voices of families in decision-making instances, as well as reflecting on the current challenges for the expansion and qualification of this relationship, in the possibility of creating a space of community welcome and strengthening. The theoretical foundation was based the concepts of Democratic Administration, Dialogicity, Awareness, and the Relationship between Family and School were anchored in the theorists Vitor Paro (1998), Paulo Freire (2013), (2017), and Heloisa Szymanski (2001). Data analysis was carried out in the light of Prosa Analysis by André (1983). By relying on the assumptions of action research, it was possible to perceive the engagement of participants in critical reflection on the reality in which they are inserted, collectively reflecting on the resolution of problems raised by the group. Throughout this process, participants built individual and collective knowledge, new skills and attitudes that will enable the re-signification of values and the transformation of undesirable situations. The interaction and exchange of knowledge favored the strengthening of participants as social subjects and led to awareness-raising, as the representations of these subjects are recognized or transformed when they interact with the researcher and other people who experience similar situations. During this research, it was possible to observe how the school institution is still rooted in vertical postures, revealing a great challenge in building a space of empathy among peers and families. Through the analysis of the collected data, the difficulty of professionals in the school unit to act democratically was also verified. This points to the need for training the entire school community, as well as working on interpersonal relationships within this space. Based on these researched elements, our intention was to broaden this reflection and demonstrate the importance of effective participatory practice in the process of social transformation and Brazilian public schools |
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Passos, Laurizete Ferraguthttp://lattes.cnpq.br/1852839499967790http://lattes.cnpq.br/5800588819552394Sobral, Alexandra Alves2023-07-26T13:54:45Z2023-07-26T13:54:45Z2023-04-24Sobral, Alexandra Alves. A relação escola e família: desafios e possibilidades para uma construção participativa. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023.https://repositorio.pucsp.br/jspui/handle/handle/36294This research explores the relationship between school and family from the perspective of democratic administration, with the general objective of collectively developing strategies to promote family participation in school administration processes. The research took place at the Municipal School of Early Childhood Education (EMEI), located in the far East Zone of São Paulo, in the neighborhood of Cidade Tiradentes, with families of the children enrolled in this educational unit. The qualitative research utilized a methodological procedure of five formative meetings, inspired by the assumptions of action research, with families of the students, using generative themes as triggers for reflective work and dialogue construction among participants, looking at the reality of the territory and the daily life lived by these families, in the pursuit of promoting active participation and considering the voices of families in decision-making instances, as well as reflecting on the current challenges for the expansion and qualification of this relationship, in the possibility of creating a space of community welcome and strengthening. The theoretical foundation was based the concepts of Democratic Administration, Dialogicity, Awareness, and the Relationship between Family and School were anchored in the theorists Vitor Paro (1998), Paulo Freire (2013), (2017), and Heloisa Szymanski (2001). Data analysis was carried out in the light of Prosa Analysis by André (1983). By relying on the assumptions of action research, it was possible to perceive the engagement of participants in critical reflection on the reality in which they are inserted, collectively reflecting on the resolution of problems raised by the group. Throughout this process, participants built individual and collective knowledge, new skills and attitudes that will enable the re-signification of values and the transformation of undesirable situations. The interaction and exchange of knowledge favored the strengthening of participants as social subjects and led to awareness-raising, as the representations of these subjects are recognized or transformed when they interact with the researcher and other people who experience similar situations. During this research, it was possible to observe how the school institution is still rooted in vertical postures, revealing a great challenge in building a space of empathy among peers and families. Through the analysis of the collected data, the difficulty of professionals in the school unit to act democratically was also verified. This points to the need for training the entire school community, as well as working on interpersonal relationships within this space. Based on these researched elements, our intention was to broaden this reflection and demonstrate the importance of effective participatory practice in the process of social transformation and Brazilian public schoolsEsta pesquisa dimensiona a relação escola e família a partir da perspectiva da gestão democrática, tendo como objetivo geral: construir coletivamente estratégias de fomento para participação das famílias nos processos de gestão da escola. O lócus da pesquisa deu-se na Escola Municipal de Educação Infantil (EMEI), localizada no extremo da Zona Leste de São Paulo, no bairro de Cidade Tiradentes, com as famílias das crianças matriculadas nesta unidade de educação. A pesquisa de cunho qualitativo utilizou como procedimento metodológico cinco encontros formativos, inspirados nos pressupostos da pesquisa-ação, com famílias dos alunos e alunas, utilizando temas geradores como disparadores para um trabalho reflexivo e construção de diálogo entre os participantes, olhando para realidade do território e o cotidiano vivido por estas famílias, na busca de fomentar essa participação de forma ativa e por considerar as vozes das famílias nas instâncias de decisões, bem como levar à reflexão a equipe escolar sobre os desafios atuais para a ampliação e qualificação dessa relação, na possibilidade de criar um espaço de acolhimento e fortalecimento comunitário. Para fundamentação teórica nos apoiamos nos conceitos de Gestão Democrática, Dialogicidade, Conscientização e Relação Família e Escola foram ancorados nos teóricos Vitor Paro (1998), Paulo Freire (2013), (2017) e Heloisa Szymanski (2001). A análise dos dados foi realizada à luz da Análise de Prosa de André (1983). Ao nos apoiarmos nos pressupostos da pesquisa-ação foi possível perceber um engajamento dos participantes na reflexão crítica sobre a realidade em que estão inseridos, chegando a refletirem, coletivamente, na resolução de problemas levantados pelo grupo. No decorrer desse processo, os participantes construíram conhecimentos individuais e coletivos, novas habilidades e atitudes que propiciarão a ressignificação de valores e a transformação de situações indesejadas. A interação e troca de saberes favoreceram o fortalecimento dos participantes enquanto sujeitos sociais e ensejou a tomada de consciência pois, ao interagirem com a pesquisadora e com outras pessoas que vivenciam situações semelhantes, as representações desses sujeitos são reconhecidas ou transformadas. No percurso desta pesquisa, foi possível observar quanto a instituição escolar ainda está arraigada por posturas verticalizadas, revelando grande desafio em construir um espaço de empatia entre os próprios pares e as famílias. Através da análise dos dados coletados, também se verificou a dificuldade dos profissionais da unidade escolar de atuarem de maneira democrática. Isso aponta para a necessidade de formação de toda a comunidade escolar, além de trabalhar as relações interpessoais dentro deste espaço. A partir destes elementos pesquisados, o nosso intuito foi ampliar esta reflexão e demonstrar a importância da efetivação dessa prática participativa no processo de transformação social e das escolas públicas brasileirasporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOEscolaFamíliaDiálogoParticipaçãoGestão democráticaSchoolFamilyDialogueParticipationDemocratic administrationA relação escola e família: desafios e possibilidades para uma construção participativaThe relationship school and family: limits and possibilities for a participatory constructioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALAlexandra Alves Sobral.pdfapplication/pdf7560131https://repositorio.pucsp.br/xmlui/bitstream/handle/36294/1/Alexandra%20Alves%20Sobral.pdf1200d7333cd4705bcc80b0158df50491MD51TEXTAlexandra Alves Sobral.pdf.txtAlexandra Alves Sobral.pdf.txtExtracted texttext/plain237826https://repositorio.pucsp.br/xmlui/bitstream/handle/36294/2/Alexandra%20Alves%20Sobral.pdf.txtacc3ec6f1673c8cb46bbf0934d922a61MD52THUMBNAILAlexandra Alves Sobral.pdf.jpgAlexandra Alves Sobral.pdf.jpgGenerated Thumbnailimage/jpeg1253https://repositorio.pucsp.br/xmlui/bitstream/handle/36294/3/Alexandra%20Alves%20Sobral.pdf.jpg13efd9769dc150dc21b2b37e816596e1MD53handle/362942023-07-27 01:07:41.583oai:repositorio.pucsp.br:handle/36294Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2023-07-27T04:07:41Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
A relação escola e família: desafios e possibilidades para uma construção participativa |
dc.title.alternative.en_US.fl_str_mv |
The relationship school and family: limits and possibilities for a participatory construction |
title |
A relação escola e família: desafios e possibilidades para uma construção participativa |
spellingShingle |
A relação escola e família: desafios e possibilidades para uma construção participativa Sobral, Alexandra Alves CNPQ::CIENCIAS HUMANAS::EDUCACAO Escola Família Diálogo Participação Gestão democrática School Family Dialogue Participation Democratic administration |
title_short |
A relação escola e família: desafios e possibilidades para uma construção participativa |
title_full |
A relação escola e família: desafios e possibilidades para uma construção participativa |
title_fullStr |
A relação escola e família: desafios e possibilidades para uma construção participativa |
title_full_unstemmed |
A relação escola e família: desafios e possibilidades para uma construção participativa |
title_sort |
A relação escola e família: desafios e possibilidades para uma construção participativa |
author |
Sobral, Alexandra Alves |
author_facet |
Sobral, Alexandra Alves |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Passos, Laurizete Ferragut |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1852839499967790 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5800588819552394 |
dc.contributor.author.fl_str_mv |
Sobral, Alexandra Alves |
contributor_str_mv |
Passos, Laurizete Ferragut |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO Escola Família Diálogo Participação Gestão democrática School Family Dialogue Participation Democratic administration |
dc.subject.por.fl_str_mv |
Escola Família Diálogo Participação Gestão democrática |
dc.subject.eng.fl_str_mv |
School Family Dialogue Participation Democratic administration |
description |
This research explores the relationship between school and family from the perspective of democratic administration, with the general objective of collectively developing strategies to promote family participation in school administration processes. The research took place at the Municipal School of Early Childhood Education (EMEI), located in the far East Zone of São Paulo, in the neighborhood of Cidade Tiradentes, with families of the children enrolled in this educational unit. The qualitative research utilized a methodological procedure of five formative meetings, inspired by the assumptions of action research, with families of the students, using generative themes as triggers for reflective work and dialogue construction among participants, looking at the reality of the territory and the daily life lived by these families, in the pursuit of promoting active participation and considering the voices of families in decision-making instances, as well as reflecting on the current challenges for the expansion and qualification of this relationship, in the possibility of creating a space of community welcome and strengthening. The theoretical foundation was based the concepts of Democratic Administration, Dialogicity, Awareness, and the Relationship between Family and School were anchored in the theorists Vitor Paro (1998), Paulo Freire (2013), (2017), and Heloisa Szymanski (2001). Data analysis was carried out in the light of Prosa Analysis by André (1983). By relying on the assumptions of action research, it was possible to perceive the engagement of participants in critical reflection on the reality in which they are inserted, collectively reflecting on the resolution of problems raised by the group. Throughout this process, participants built individual and collective knowledge, new skills and attitudes that will enable the re-signification of values and the transformation of undesirable situations. The interaction and exchange of knowledge favored the strengthening of participants as social subjects and led to awareness-raising, as the representations of these subjects are recognized or transformed when they interact with the researcher and other people who experience similar situations. During this research, it was possible to observe how the school institution is still rooted in vertical postures, revealing a great challenge in building a space of empathy among peers and families. Through the analysis of the collected data, the difficulty of professionals in the school unit to act democratically was also verified. This points to the need for training the entire school community, as well as working on interpersonal relationships within this space. Based on these researched elements, our intention was to broaden this reflection and demonstrate the importance of effective participatory practice in the process of social transformation and Brazilian public schools |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-07-26T13:54:45Z |
dc.date.available.fl_str_mv |
2023-07-26T13:54:45Z |
dc.date.issued.fl_str_mv |
2023-04-24 |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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Sobral, Alexandra Alves. A relação escola e família: desafios e possibilidades para uma construção participativa. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/36294 |
identifier_str_mv |
Sobral, Alexandra Alves. A relação escola e família: desafios e possibilidades para uma construção participativa. 2023. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores da Pontifícia Universidade Católica de São Paulo, São Paulo, 2023. |
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