A cultura escolar e a formação docente – agentes determinantes do sucesso discente

• Ano de defesa: 2002
• Autor(a) principal: Caramão, Gilberto Souto
• Orientador(a): Freitas, Soraia Napoleão
• Banca de defesa: Osório, Antônio Carlos do Nascimento, Naujorks, Maria Inês
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Formação de professores; Cultura escolar; Projeto político pedagógico; Fracasso escolar
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/26718

This research is a study that try’s to describe how the school culture influences the result of the learning (success/failure) of students. This subject is being very discussed and the components that integrate it have important meanings for education. The general objective is to research the influence of school culture in the results of the student’s learning in the ambit of a public school of the municipal district of Santa Maria/RS. Inside the line of research of teacher’s formation, this is a research field of descriptive character, of a qualiquantitive approach, developed through a study case under a phenomenal glance. We understand that the school culture is present in all school’s structures and that her lines influence the macro senses restricted to the studied community. With relationship to the macro components that integrate school culture, we countersigned the educational politics, the laws that normalize the planning and the operation of education, the general culture, and finally, the Brazilian’s and world’s context. And the restricted components of the community can elevate the teacher’s formation that act at school, the community's economical and cultural profile partner that surrounds her, the pedagogic political project built by the hands of all, the technical and administrative support proportionate by the sustained school. With that we see that school culture influences the results of learning elements that constitute her, which is historical and socially diluted in her, and that result of success or failure - either can come to be consequence of one of several elements that integrate her. With this conclusion, we subsidize information to try to give a larger support for the creation and the operation of a pedagogic political project coherent to the reality in which it is inserted and to motivate the formation of educational improvement to try to revert school failure.