Programa Escola Aberta no enfrentamento da violência contra o patrimônio escolar na Rede Municipal de Ensino de Santo André

• Ano de defesa: 2020
• Autor(a) principal: Sousa, Marli Luiza de
• Orientador(a): Abramowicz, Mere
• Tipo de documento: Tese
• 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: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Programa Escola Aberta; Vandalismo na escola; Educação e Estado; Currículo
• Palavras-chave em Inglês: School vandalism; Education and State; Curriculum
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23069

In the study on violence against school heritage, the relationships established from the triad school, community and public policy constitute fundamental elements for the reality comprehension and the problem facing. The program “Escola Aberta” was developed in the municipality of Santo André, implemented in 2007 and it had its developments as a state policy until the beginner of 2016, assuming the reduction of violence and the socioeconomic vulnerability in school communities covered by the program. This study aims to analyze the curricular resonance of violence in the school environment considering the management, curricular practices and public policies associated with the Program "Escola Aberta” in a perspective of building a peace culture. To develop the research we opted for the qualitative approach, because it depicts descriptively the perspective from the research participants and capture the perception of these subjects about the study object. As methodological procedure, some documents (Program "Escola Aberta” legislation and Pedagogical Political Project from the investigated schools) were analyzed and semi-structured interviews applied to the subjects who participated in the implementation process and program development in the municipality (Program managers, teachers, school counselors, local communities representatives and school principals). The analysis and discussion of the data collected are based on authors as Freire (1987), Arendt (2013), Sacristán (2013) e Bourdieu; Passeron (2014). Given the social and academic relevance of this study, with the actions evaluation of this educational public policy in the city, through the analysis of effective practices with the program, it is intended to point out the possibilities of work at school that may contribute for different communities in opposing violence against school