Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
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: Psicologia da Educação
|
Departamento: |
Faculdade de Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/21293 |
Resumo: | Not then, right now is about processes of rediscovering singularities on the students and educators’ comprehension of the world that emplaces educational cultures in specific contexts. Two Sao Paulo’s public state high schools of the Fulltime Teaching Program (PEI), named schools A and B, were studied with the goal of understanding the transforming power of a pedagogic project that puts the centrality on the student as a determinant condition for the school’s modus operandi, built upon the encouraging of its’s protagonist the student, and considering the making of a life project significantly protagonistic. The project also works to comprehend what eases both individual and collective learning paths takes students to a new existential plateaus, to an right now that did not exist before. The empirical data from school A were collected between 2012 and 2015 with the teaching Program’s professional attendance, whereas school B’s were collected in 2017, with the hearing of 3 groups of students and interviews with school professionals. The analysis of the data resulted in the construction of a descriptive an analytical text, coherent to the Gilles Deleuze and Felix Guattari constructionism, which is the base of the whole work, and inspired by the prose analysis proposed by Marli Andre. On the researched contexts the students were able to find meaning on the scholar activities, presenting motivation for the success of a vitally ethical project, and the educators assure that they have reencountered a reason to be in their professions for so they can see the result of their labour. It is considered that is the “between” of the relations between students and teachers, when based in humanistic pedagogical ideals for the promotion of the self preservation, the preservation of the others and the preservation of time that keeps lit the flame for a emancipating transformation. Youth Protagonism and life projects are concepts developed based on Antonio Carlos Gomes da Costa and Willian Damon. Experiential learning such as the condition of transformation and reflexive thought are considered under the definition of Claude Dubar and put alongside Gisele Toassa’s concept of experience. The relation power/knowledge is taken from Tomas Tadeu Silva and from Bernard Charlot’s considerations about the subject. The concept of scholar failure has its roots on Maria Helena de Souza Patto. The student protagonism at school is understood as the promoter of the empirical knowledge so that the experience of the protagonism and of the life project may contrast the singularities of the relations with power, looking forward to the construction of a self-centered life project which promotes the necessity of the appropriation of the knowledge. The school is what the subjects make of it when appropriating its contexts in their circumstances. Autonomy and emancipation are concepts based upon Paulo Freire. The tutors in these movements are taught upon Vera Maria Nigro de Souza Placco and Vera Lucia Trevisan de Souza’s theories. Having said that, this thesis dare to announce: Evoé, youngsters at sight! |
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Placco, Vera Maria Nigro de Souzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4265887H6Carli, Flávio Dalera de2018-08-01T11:32:41Z2018-06-11Carli, Flávio Dalera de. Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo. 2018. 176 f + 101 f.Apêndices. TTese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21293Not then, right now is about processes of rediscovering singularities on the students and educators’ comprehension of the world that emplaces educational cultures in specific contexts. Two Sao Paulo’s public state high schools of the Fulltime Teaching Program (PEI), named schools A and B, were studied with the goal of understanding the transforming power of a pedagogic project that puts the centrality on the student as a determinant condition for the school’s modus operandi, built upon the encouraging of its’s protagonist the student, and considering the making of a life project significantly protagonistic. The project also works to comprehend what eases both individual and collective learning paths takes students to a new existential plateaus, to an right now that did not exist before. The empirical data from school A were collected between 2012 and 2015 with the teaching Program’s professional attendance, whereas school B’s were collected in 2017, with the hearing of 3 groups of students and interviews with school professionals. The analysis of the data resulted in the construction of a descriptive an analytical text, coherent to the Gilles Deleuze and Felix Guattari constructionism, which is the base of the whole work, and inspired by the prose analysis proposed by Marli Andre. On the researched contexts the students were able to find meaning on the scholar activities, presenting motivation for the success of a vitally ethical project, and the educators assure that they have reencountered a reason to be in their professions for so they can see the result of their labour. It is considered that is the “between” of the relations between students and teachers, when based in humanistic pedagogical ideals for the promotion of the self preservation, the preservation of the others and the preservation of time that keeps lit the flame for a emancipating transformation. Youth Protagonism and life projects are concepts developed based on Antonio Carlos Gomes da Costa and Willian Damon. Experiential learning such as the condition of transformation and reflexive thought are considered under the definition of Claude Dubar and put alongside Gisele Toassa’s concept of experience. The relation power/knowledge is taken from Tomas Tadeu Silva and from Bernard Charlot’s considerations about the subject. The concept of scholar failure has its roots on Maria Helena de Souza Patto. The student protagonism at school is understood as the promoter of the empirical knowledge so that the experience of the protagonism and of the life project may contrast the singularities of the relations with power, looking forward to the construction of a self-centered life project which promotes the necessity of the appropriation of the knowledge. The school is what the subjects make of it when appropriating its contexts in their circumstances. Autonomy and emancipation are concepts based upon Paulo Freire. The tutors in these movements are taught upon Vera Maria Nigro de Souza Placco and Vera Lucia Trevisan de Souza’s theories. Having said that, this thesis dare to announce: Evoé, youngsters at sight!Antes não, agora sim diz respeito a processos de ressingularização na compreensão de si-no-mundo, vivenciados por estudantes e educadores que, por sua vez, ressingularizam culturas escolares em contextos específicos. Estudando duas escolas públicas estaduais paulistas de ensino médio do Programa Ensino Integral (PEI), nomeadas escolas A e B, objetiva-se na Tese compreender a potência transformadora de um projeto pedagógico que coloca a centralidade do estudante como condição para os processos escolares, a partir do favorecimento de seu protagonismo, e que considera a construção de um projeto-de-vida-para-si uma potente vivência protagônica. Busca-se apreender e compreender o que move a inflexão nos percursos individuais e coletivos, levando-os a um novo platô existencial para um agora sim antes não existente. Os dados empíricos da escola A foram coletados entre 2012 e 2015, no acompanhamento profissional do Programa, e os da escola B, em agosto de 2017, na escuta de três grupos focais com estudantes e de entrevistas com profissionais da escola. O tratamento dos dados convergiu para a construção de um texto analítico-descritivo, coerente ao construcionismo de Gilles Deleuze e Félix Guattari, que fundamenta o trabalho, e inspirado na análise de prosa proposta por Marli André. Nos contextos pesquisados, os estudantes passaram a atribuir sentido às práticas escolares mostrando-se motivados para a concretização de um projeto vital ético, e os educadores afirmam que reencontraram um motivo para o ser e estar na profissão, por verem resultado em seu trabalho. Considera-se que é no “entre” das relações entre estudantes e educadores, quando pautadas em princípios pedagógicos humanistas para a promoção do cuidado consigo, com o outro e com o tempo, que se mantém acesa a chama para uma transformação emancipatória. Protagonismo Juvenil e Projeto de Vida são conceitos desenvolvidos com base em Antônio Carlos Gomes da Costa e Willian Damon. Aprendizagens experienciais, como condição de reflexividade e transformação, são consideradas na acepção de Claude Dubar e aproximadas de um conceito de vivência em Gisele Toassa. As relações poder/saber são tomadas de Tomaz Tadeu Silva e de considerações de Bernard Charlot sobre o tema. Um conceito de fracasso escolar é fundamentado em Maria Helena de Souza Patto. Compreende-se o protagonismo do jovem na escola como promotor de aprendizagens experienciais, para afirmar que a vivência do protagonismo e do projeto de vida ressingularizam as relações com o poder, envergando-as para uma maior horizontalidade, tendo em vista que a construção de um projeto-de-vida-para-si promove, no sujeito, a necessidade da apropriação do saber. Considera-se, assim, que a escola é o que os sujeitos fazem dela ao se apropriarem de seus contextos em suas circunstâncias. Autonomia e emancipação são conceitos utilizados a partir de Paulo Freire. Os educadores, nesses movimentos, são compreendidos a partir das formulações sobre a formação docente em Vera Maria Nigro de Souza Placco e Vera Lucia Trevisan de Souza. A partir destes fundamentos, esta tese ousa anunciar: Evoé, jovens à vista!application/pdfhttp://tede2.pucsp.br/tede/retrieve/46270/Fl%c3%a1vio%20Dalera%20de%20Carli.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoProtagonismo juvenilProjeto de vidaProfessores e alunosSão Paulo (Estado) - Secretaria da Educação - Programa de Ensino IntegralYouth protagonismLife ProjectTeacher-student relationshipsCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEMAntes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São PauloNot then, right now. youth protagonism, life projects and processes of rediscovering singularities at school: a standpoint based upon Sao Paulo’s fulltime teaching Program. youth protagonisminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTFlávio Dalera de Carli.pdf.txtFlávio Dalera de Carli.pdf.txtExtracted texttext/plain770256https://repositorio.pucsp.br/xmlui/bitstream/handle/21293/4/Fl%c3%a1vio%20Dalera%20de%20Carli.pdf.txt5c3b4d423e198e4bfdc74e3d15ba7224MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo |
dc.title.alternative.eng.fl_str_mv |
Not then, right now. youth protagonism, life projects and processes of rediscovering singularities at school: a standpoint based upon Sao Paulo’s fulltime teaching Program. youth protagonism |
title |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo |
spellingShingle |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo Carli, Flávio Dalera de Protagonismo juvenil Projeto de vida Professores e alunos São Paulo (Estado) - Secretaria da Educação - Programa de Ensino Integral Youth protagonism Life Project Teacher-student relationships CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
title_short |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo |
title_full |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo |
title_fullStr |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo |
title_full_unstemmed |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo |
title_sort |
Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo |
author |
Carli, Flávio Dalera de |
author_facet |
Carli, Flávio Dalera de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4265887H6 |
dc.contributor.author.fl_str_mv |
Carli, Flávio Dalera de |
contributor_str_mv |
Placco, Vera Maria Nigro de Souza |
dc.subject.por.fl_str_mv |
Protagonismo juvenil Projeto de vida Professores e alunos São Paulo (Estado) - Secretaria da Educação - Programa de Ensino Integral |
topic |
Protagonismo juvenil Projeto de vida Professores e alunos São Paulo (Estado) - Secretaria da Educação - Programa de Ensino Integral Youth protagonism Life Project Teacher-student relationships CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Youth protagonism Life Project Teacher-student relationships |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM |
description |
Not then, right now is about processes of rediscovering singularities on the students and educators’ comprehension of the world that emplaces educational cultures in specific contexts. Two Sao Paulo’s public state high schools of the Fulltime Teaching Program (PEI), named schools A and B, were studied with the goal of understanding the transforming power of a pedagogic project that puts the centrality on the student as a determinant condition for the school’s modus operandi, built upon the encouraging of its’s protagonist the student, and considering the making of a life project significantly protagonistic. The project also works to comprehend what eases both individual and collective learning paths takes students to a new existential plateaus, to an right now that did not exist before. The empirical data from school A were collected between 2012 and 2015 with the teaching Program’s professional attendance, whereas school B’s were collected in 2017, with the hearing of 3 groups of students and interviews with school professionals. The analysis of the data resulted in the construction of a descriptive an analytical text, coherent to the Gilles Deleuze and Felix Guattari constructionism, which is the base of the whole work, and inspired by the prose analysis proposed by Marli Andre. On the researched contexts the students were able to find meaning on the scholar activities, presenting motivation for the success of a vitally ethical project, and the educators assure that they have reencountered a reason to be in their professions for so they can see the result of their labour. It is considered that is the “between” of the relations between students and teachers, when based in humanistic pedagogical ideals for the promotion of the self preservation, the preservation of the others and the preservation of time that keeps lit the flame for a emancipating transformation. Youth Protagonism and life projects are concepts developed based on Antonio Carlos Gomes da Costa and Willian Damon. Experiential learning such as the condition of transformation and reflexive thought are considered under the definition of Claude Dubar and put alongside Gisele Toassa’s concept of experience. The relation power/knowledge is taken from Tomas Tadeu Silva and from Bernard Charlot’s considerations about the subject. The concept of scholar failure has its roots on Maria Helena de Souza Patto. The student protagonism at school is understood as the promoter of the empirical knowledge so that the experience of the protagonism and of the life project may contrast the singularities of the relations with power, looking forward to the construction of a self-centered life project which promotes the necessity of the appropriation of the knowledge. The school is what the subjects make of it when appropriating its contexts in their circumstances. Autonomy and emancipation are concepts based upon Paulo Freire. The tutors in these movements are taught upon Vera Maria Nigro de Souza Placco and Vera Lucia Trevisan de Souza’s theories. Having said that, this thesis dare to announce: Evoé, youngsters at sight! |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-01T11:32:41Z |
dc.date.issued.fl_str_mv |
2018-06-11 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Carli, Flávio Dalera de. Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo. 2018. 176 f + 101 f.Apêndices. TTese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21293 |
identifier_str_mv |
Carli, Flávio Dalera de. Antes não, agora sim! protagonismo juvenil, projeto de vida e processos de ressingularização na escola: um olhar a partir do Programa Ensino Integral em São Paulo. 2018. 176 f + 101 f.Apêndices. TTese (Doutorado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
url |
https://tede2.pucsp.br/handle/handle/21293 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
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Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
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Biblioteca Digital de Teses e Dissertações da PUC_SP |
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https://repositorio.pucsp.br/xmlui/bitstream/handle/21293/4/Fl%c3%a1vio%20Dalera%20de%20Carli.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/21293/1/license.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/21293/2/Fl%c3%a1vio%20Dalera%20de%20Carli.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/21293/3/Fl%c3%a1vio%20Dalera%20de%20Carli.pdf.jpg |
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repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
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