Sobre a continuidade de ações político-educacionais: o caso da escola do campo de Araraquara

• Ano de defesa: 2010
• Autor(a) principal: Amaral, Marcela
• Orientador(a): Spink, Mary Jane Paris
• 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 Psicologia: Psicologia Social
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: BR
• Palavras-chave em Português: Continuidade de ações político-educacionais; Educação; Escola Municipal de Ensino Fundamental do Campo Prof. Heminio Pagotto (Araraquara, SP); Educacao > Finalidades e objetivos; Educacao rural > Araraquara, SP; Politicas publicas
• Palavras-chave em Inglês: Social psychology; Continuity of political and educational activities; Public policy; Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/17402

This research examined the continuity of political-educational actions based on the study of a rural school in Araraquara, a local experience of development, innovation and continuity. Addressing the continuity of public educational policies is a complex task because it involves a variety of social dimensions and materials. This issue deserves attention because the continuity of the actions promoted by such policies is important. For this purpose, the research sought to understand the continuity of the school´s pedagogical proposal through the experience of students, teachers, managers and the community involved in the development of the pedagogical proposal of the Municipal Elementary Rural School Professor Hermínio Pagôtto. Theoretical and methodological considerations regarding field research, the study of everyday life events and the analysis of discursive practices served as support for the study. Documents on rural schools and on this particular school, observations of daily life registered in the field diary, conversations, interviews and photographic records were used as sources of information. Analysis was based on six thematic categories: team s involvement, philosophy, community involvement, partnerships, student s involvement and risk of discontinuity. The thematic analysis sought to understand the participant s views regarding the issues that promote continuity and the meaning of the symbols that are present at the school. The research results enabled us to raise assumptions about what promotes the continuity of political and educational activities. Among the points raised, the following are particularly relevant: involvement of the school in the community, the respect for the reality experienced by students, the recognition of popular wisdom, the team's commitment and the various partnerships with multiple organizations and social players. However, continuity does not end here. It is known that for a social project to be sustained over time, the intervention must be operational and bring results as well as show its contribution in the context in which it operates. As such, several other factors were also discussed by the research s participants regarding the continuity of the Rural School Program such as: the democratic conduct of the school, student s involvement with school practices, the appreciation of the work with the land and the theoretical concept of field education. Although the issues addressed in this research are related to this specific school, the results can contribute to other studies related to educational policies