A DIMENSÃO PEDAGÓGICA DA PARTICIPAÇÃO POLITICA: O CASO DOS CONSELHEIROS GESTORES DE SAÚDE DO MUNICÍPIO DE SÃO MATEUS DO SUL (GESTÃO 2015-2016)

• Ano de defesa: 2017
• Autor(a) principal: Simões, Rosilda Ribeiro
• Orientador(a): Luiz, Danuta E. Cantóia
• Banca de defesa: Souza, Maria Antonia de , Schimanski, Edina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós Graduação em Ciências Sociais Aplicadas
• Departamento: Sociedade, Direito e Cidadania
• País: BR
• Palavras-chave em Português: democracia; dimensão pedagógica; participação política
• Palavras-chave em Inglês: democracy; pedagogical practice; political participation
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/268

This work analyzes the possibility of a pedagogical dimension pertaining the political activity on Brazilian City Health Councils and what would this dimension. To do so we rely on different theoretical conceptions about democracy and the real democracy model which is practiced in Brazil.. The empirical evidences of this research are interviews with health councilors from the city of São Mateus do Sul, State of Paraná. It’s qualitative exploratory research that aims to approach the empirical reality of political participation and its pedagogical potential that – though sufficiently theorized – is not evident in itself. The data were collected through semi-structured interviews with a sample size corresponding to half of the representatives from the non-governmental segments – a total of 7 councilors. These data were collected on the course of the year 2016 and refer to the 2015-2016 term of the City’s Health council, and were arranged and analyzed using the content analysis technique with the following categories: experience and knowledge, conception of democracy, values associated to democratic practices and challenges to the council practice. From this study we infer that the council practice has a pedagogical dimension because it enables a learning beyond the instrumental and technical knowledge (bureaucratic, budgetary issues etc.): the research subjects show the ability to reflect uponm their own learning process and an extended democracy conception in comparison to the common-sense conception. On the other side we perceive a deficitary participation of civil society’s representative segment on behalf of the users segment’s participation – which could be related to a superficial diagnosis about the challenges of council practice.