Interdisciplinaridade e generosidade na formação de gestores educacionais: intervenções no Senac Santana

• Ano de defesa: 2014
• Autor(a) principal: Tonanni, Andrea Cury Borges de Gouvêa
• Orientador(a): Fazenda, Ivani Catarina Arantes
• 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: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Interdisciplinaridade; Gestão educacional; Generosidade; Educação; Convivência
• Palavras-chave em Inglês: Interdisciplinarity; Educational management; Generosity; Education; Relationship
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9784

This qualitative research of interdisciplinar investigation seeks to find the balance point between development and management, concerning education. It was developed out of interdisciplinar interventions performed in different sectors of a school for professional education Senac Santana. Different intervention practices were used. Focussed in educational management, it checked the potentiality of the promotion of generous moments of relationaship, which led to effective changes. The challenge emerging from the interdisciplinar procedures adopted, raised fundamental questions that recovered the lost sensibility, and transmitted evolutive knowledge in the broad sense. Interdisciplinar actions were introduced and discussed , enabling the awakening of generosity as a 'virtue'. The research was conducted supported by authors like: Fazenda, Laville, Barbier, Comte-Sponville and Pineau. It was perceived, through the research, that interventions in connection with educators constitute a process of slow construction, that require discipline and integrated actions, which promote the possibility of effective exchanges, encourage self knowledge and expand the understanding of the need of a transformational education, and its role on the educational process. From all that, through the reports presented and practices described, the understanding of educators and change of perception of students were identified. The relevance of this work is its contribution for the education of the XXI century, which seeks for ways to develop solidarity and humanization, overcoming intellectual and affective conflicts, as well as the dicotomy between sense and sensibility