Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural
Ano de defesa: | 2020 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade do Oeste Paulista
|
Programa de Pós-Graduação: |
Mestrado em Educação
|
Departamento: |
Mestrado em Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bdtd.unoeste.br:8080/jspui/handle/jspui/1250 |
Resumo: | This research is linked to the line of research: Public policies in education, educational practices and diversity, belonging to the Graduate Program in Education at the University of Oeste Paulista and to the research group State, Educational Policies and Democracy (EPED). The aim was to analyze the adolescents' worldview about violence and social inequality and the role of school education in this process, starting from the assumptions of the Historical-Cultural Theory, whose philosophical and epistemological bases are based on the Historical-Dialectical Materialism. For this, the study was divided in three stages: in the first, focus groups were held with 07 adolescents to discuss the themes of violence and inequality from the Garapa and After Lucia films. In the second stage semi-structured interviews were conducted with the teachers of Philosophy and Sociology in order to understand the conduct of pedagogical praxis. Finally, in the third stage, we analyzed the Philosophy and Sociology notebooks of the “São Paulo Faz Escola” program, in order to identify the presence of themes concerning violence and inequality, as well as to understand how they were approached by the curriculum. The data collected in the three stages were analyzed through categories articulated with the Historical-Dialectical Materialism. From this, the results indicate that adolescents have knowledge and experience related to the themes of violence and inequality, however, they still have a very superficial conception due to the absence of situations of deep and critical reflection. Moreover, the curriculum contents have contributed little to overcome this more pragmatic conception, since the proposed activities are restricted to the students' previous knowledge. Thus, it was found that the neoliberal logic that fosters public policies in education favors the emptying of the school's purposes, making it the strategic element of the state to maintain hegemonic interests at the expense of an education that, based on the socialization of knowledge, promote free and universal development. |
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Francisco, Marcos Viniciushttps://orcid.org/0000-0002-5410-2374http://lattes.cnpq.br/7996858773030239Anjos, Ricardo Eleutério doshttp://lattes.cnpq.br/1844230833604943Facci, Marilda Gonçalves Diashttp://lattes.cnpq.br/222273823581312940403209803http://lattes.cnpq.br/0932569061124563NOGUCHI, Cinthia de Sousa2020-06-02T18:44:37Z2020-03-02NOGUCHI, Cinthia de Sousa. Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural. 2020. 139 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2020.http://bdtd.unoeste.br:8080/jspui/handle/jspui/1250This research is linked to the line of research: Public policies in education, educational practices and diversity, belonging to the Graduate Program in Education at the University of Oeste Paulista and to the research group State, Educational Policies and Democracy (EPED). The aim was to analyze the adolescents' worldview about violence and social inequality and the role of school education in this process, starting from the assumptions of the Historical-Cultural Theory, whose philosophical and epistemological bases are based on the Historical-Dialectical Materialism. For this, the study was divided in three stages: in the first, focus groups were held with 07 adolescents to discuss the themes of violence and inequality from the Garapa and After Lucia films. In the second stage semi-structured interviews were conducted with the teachers of Philosophy and Sociology in order to understand the conduct of pedagogical praxis. Finally, in the third stage, we analyzed the Philosophy and Sociology notebooks of the “São Paulo Faz Escola” program, in order to identify the presence of themes concerning violence and inequality, as well as to understand how they were approached by the curriculum. The data collected in the three stages were analyzed through categories articulated with the Historical-Dialectical Materialism. From this, the results indicate that adolescents have knowledge and experience related to the themes of violence and inequality, however, they still have a very superficial conception due to the absence of situations of deep and critical reflection. Moreover, the curriculum contents have contributed little to overcome this more pragmatic conception, since the proposed activities are restricted to the students' previous knowledge. Thus, it was found that the neoliberal logic that fosters public policies in education favors the emptying of the school's purposes, making it the strategic element of the state to maintain hegemonic interests at the expense of an education that, based on the socialization of knowledge, promote free and universal development.Esta pesquisa está vinculada à linha de pesquisa: Políticas públicas em educação, práticas educativas e diversidade, pertencente ao programa de Pós-graduação em Educação da Universidade do Oeste Paulista e ao grupo de pesquisa Estado, Políticas Educacionais e Democracia (EPED). Buscou-se analisar a concepção de mundo de adolescentes sobre violência e desigualdade social e o papel da educação escolar nesse processo, partindo dos pressupostos da Teoria Histórico-Cultural, cujas bases filosófica e epistemológica encontram-se alicerçadas no Materialismo Histórico-Dialético. Para isso, o estudo foi dividido em três etapas: na primeira foram realizados grupos focais com 07 adolescentes para discutir as temáticas da violência e da desigualdade a partir dos filmes Garapa e Depois de Lucia. Na segunda etapa foram realizadas entrevistas semiestruturadas com as professoras de Filosofia e Sociologia, a fim de compreender a condução da práxis pedagógica. Por fim, na terceira etapa foram analisados os cadernos de Filosofia e Sociologia do programa “São Paulo Faz Escola”, no intuito de identificar a presença de temáticas concernentes a violência e a desigualdade, bem como compreender a forma como eram abordadas pelo currículo. Os dados coletados nas três etapas foram analisados por meio de categorias articuladas com o Materialismo Histórico-Dialético. A partir disso, os resultados apontaram que os adolescentes possuem conhecimentos e experiências relativas às temáticas da violência e da desigualdade, no entanto, apresentam ainda uma concepção sincrética, em decorrência da ausência de possibilidades efetivas de reflexão profunda e crítica dos determinantes sociais, que os deveria conduzir a análises sintéticas da realidade. Ademais, os conteúdos do currículo pouco têm contribuído para a superação dessa concepção mais pragmática, uma vez que as atividades propostas se restringem aos conhecimentos prévios dos alunos. Com isso, constatou-se que a lógica neoliberal que fomenta as políticas públicas em educação favorece o esvaziamento dos propósitos da escola, tornando-a elemento estratégico do Estado para manutenção dos interesses hegemônicos em detrimento de uma educação que, a partir da socialização do conhecimento, promova um desenvolvimento livre e universal.Submitted by Renata Morais (rmorais@unoeste.br) on 2020-06-02T18:44:37Z No. of bitstreams: 2 Cinthia de Sousa Noguchi.pdf: 848615 bytes, checksum: 051c36dca605e7d7e7b189611b164e23 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-06-02T18:44:37Z (GMT). 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dc.title.por.fl_str_mv |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural |
dc.title.alternative.eng.fl_str_mv |
School education and construction of the world concept of adolescents in front of social inequality and violence: a historical-cultural analysis |
title |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural |
spellingShingle |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural NOGUCHI, Cinthia de Sousa Concepção de mundo Adolescência Violência Desigualdade Social Teoria Histórico-Cultural World concept Adolescence Violence Social Inequality Historical-Cultural Theory CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural |
title_full |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural |
title_fullStr |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural |
title_full_unstemmed |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural |
title_sort |
Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural |
author |
NOGUCHI, Cinthia de Sousa |
author_facet |
NOGUCHI, Cinthia de Sousa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Francisco, Marcos Vinicius |
dc.contributor.advisor1ID.fl_str_mv |
https://orcid.org/0000-0002-5410-2374 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7996858773030239 |
dc.contributor.referee1.fl_str_mv |
Anjos, Ricardo Eleutério dos |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1844230833604943 |
dc.contributor.referee2.fl_str_mv |
Facci, Marilda Gonçalves Dias |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2222738235813129 |
dc.contributor.authorID.fl_str_mv |
40403209803 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0932569061124563 |
dc.contributor.author.fl_str_mv |
NOGUCHI, Cinthia de Sousa |
contributor_str_mv |
Francisco, Marcos Vinicius Anjos, Ricardo Eleutério dos Facci, Marilda Gonçalves Dias |
dc.subject.por.fl_str_mv |
Concepção de mundo Adolescência Violência Desigualdade Social Teoria Histórico-Cultural |
topic |
Concepção de mundo Adolescência Violência Desigualdade Social Teoria Histórico-Cultural World concept Adolescence Violence Social Inequality Historical-Cultural Theory CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
World concept Adolescence Violence Social Inequality Historical-Cultural Theory |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research is linked to the line of research: Public policies in education, educational practices and diversity, belonging to the Graduate Program in Education at the University of Oeste Paulista and to the research group State, Educational Policies and Democracy (EPED). The aim was to analyze the adolescents' worldview about violence and social inequality and the role of school education in this process, starting from the assumptions of the Historical-Cultural Theory, whose philosophical and epistemological bases are based on the Historical-Dialectical Materialism. For this, the study was divided in three stages: in the first, focus groups were held with 07 adolescents to discuss the themes of violence and inequality from the Garapa and After Lucia films. In the second stage semi-structured interviews were conducted with the teachers of Philosophy and Sociology in order to understand the conduct of pedagogical praxis. Finally, in the third stage, we analyzed the Philosophy and Sociology notebooks of the “São Paulo Faz Escola” program, in order to identify the presence of themes concerning violence and inequality, as well as to understand how they were approached by the curriculum. The data collected in the three stages were analyzed through categories articulated with the Historical-Dialectical Materialism. From this, the results indicate that adolescents have knowledge and experience related to the themes of violence and inequality, however, they still have a very superficial conception due to the absence of situations of deep and critical reflection. Moreover, the curriculum contents have contributed little to overcome this more pragmatic conception, since the proposed activities are restricted to the students' previous knowledge. Thus, it was found that the neoliberal logic that fosters public policies in education favors the emptying of the school's purposes, making it the strategic element of the state to maintain hegemonic interests at the expense of an education that, based on the socialization of knowledge, promote free and universal development. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-06-02T18:44:37Z |
dc.date.issued.fl_str_mv |
2020-03-02 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
NOGUCHI, Cinthia de Sousa. Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural. 2020. 139 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2020. |
dc.identifier.uri.fl_str_mv |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1250 |
identifier_str_mv |
NOGUCHI, Cinthia de Sousa. Educação escolar e formação da concepção de mundo dos adolescentes diante da desigualdade social e da violência: uma análise histórico-cultural. 2020. 139 f. Dissertação (Mestrado em Educação) - Universidade do Oeste Paulista, Presidente Prudente, 2020. |
url |
http://bdtd.unoeste.br:8080/jspui/handle/jspui/1250 |
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por |
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por |
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2617564530193333365 |
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500 500 600 600 |
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2617564530193333365 |
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-240345818910352367 |
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2075167498588264571 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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UNOESTE |
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Brasil |
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Mestrado em Educação |
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Universidade do Oeste Paulista |
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