A sociedade do espetáculo no contexto da educação: um olhar sobre a escola pública

• Ano de defesa: 2020
• Autor(a) principal: Ribeiro, Teresa Cristina Santos Silva
• Orientador(a): Mafra, Jason Ferreira
• Banca de defesa: Mafra, Jason Ferreira, Carvalho, Ademar de Lima, Teixeira, Rosiley Aparecida, Silva, Marta Regina Paula da, Vercelli, Ligia Carvalho Abões
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: sociedade do espetáculo; leitura do mundo; fetichismo da mercadoria; opressão; alienação; consciência
• Palavras-chave em Inglês: spectacle society; commodity fetishism; reading the world; oppression; alienation; awareness
• Palavras-chave em Espanhol: sociedad del espectáculo; lectura del mundo; opresión; fetichismo de la mercadería; alienación; conciencia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2250

This research proposes to investigate the ways the constituent elements of Spectacle Society impact the educational process, seeking to contribute toward the discussion of a decolonized pedagogy. To analyze this object, first we try to identify the constituent elements of Spectacle Society, and then proceed to characterize the impact of this phenomenon on the educational process. Finally, after the analyses, as a proposal of a pedagogy intervention, a set of culture circle suggestions are presented to the teachers’ training process, within the scope of the school’s annual planning. Considering the school space as a critical locus for the reproduction of society at large, we seek an understanding of the challenges teachers face in pedagogic process within a Spectacle Society. The initial hypothesis is that the constituent elements of this Society, which are reproduced widely in school spaces, negatively impact the educational process, especially the training process and the political awareness of the subjects involved in the pedagogical process. Beyond examining the literature about the theme in question, data and information were collected with 3 teachers and 6 students from an elementary and high school in the East Zone of the city of São Paulo. The methodology used will be qualitative and the data collection instruments will be semistructured interviews with teachers, and focus groups developed with students of that school unit. As a theoretical reference, the research is based on authors within the Marxist and Freirean tradition. The results from the study showed that, if, on the one hand, the Spectacle Society negatively impacts the pedagogical work in the classroom, mainly in aspects related to oppression and alienation; on the other, pedagogical work, understood as the student’s process, reveals the creation of spaces for criticism and struggle against the hegemony of spectacularization. The study was not intended to articulate the elements of overcoming the impact of the Spectacle Society on students, but to contribute to a critical reading which shows the potential for resistance and emancipation already present in their daily lives.