Elementos de regionalidade na escola: aproximações do contexto local para proposição da práxis formativa.
Data
2024-08-29
Autores
Cabral, Lucas Munhoz 
Orientadores
Rangel, Flaminio de Oliveira
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
As instituições escolares são compostas por elementos referentes a seu contexto e à localidade na qual se encontram, caracterizando-se como uma potencialidade à estruturação das experiências formativas, dependendo das ações que são postas em prática no cotidiano escolar e de suas finalidades. Tal condição encontra-se imersa no ecossistema curricular das escolas, podendo ser cotejada a partir de sua manifestação no currículo real. Neste estudo propôs-se a realização de investigações a respeito das ações que foram tomadas por uma unidade de ensino, a Escola Estadual Eça de Queiroz, do município de Diadema, considerando-se a inserção de elementos de regionalidade nas práticas formativas. Para tanto, foi
realizada uma análise segmentada em três eixos: (1) análise documental do Projeto Político Pedagógico e de relatórios de estágio de alunos da UNIFESP, realizados na mesma unidade escolar durante o ano de 2023; (2) observação em campo; e (3) análise de entrevista com o diretor e com a coordenadora pedagógica da escola. Os autores Paulo Freire, Bell Hooks e Ladislau Dowbor, foram os principais referenciais teóricos utilizados para abordar os conceitos de regionalidade; bem como Michael Apple, Santomé, Lopes e Macedo e Sacristán foram explorados em temáticas referentes ao currículo. A partir deste estudo, foi possível inferir que a inserção de elementos de regionalidade depende das ações humanas, atrelando-se às suas intenções e perspectivas pessoais; da construção e manutenção de um ambiente dialógico e participativo; bem como não decorre sem a existência de desafios, relacionados à divergência de interpretações sobre ações pedagógicas, ao engajamento da comunidade, a discordâncias a respeito de fatores ideológicos e da materialidade econômica, política e social.
The School institutions are composed of elements related to the context and the locality in which they are situated, characterizing these factors as a potentiality for the structuring of formative experiences, depending on the actions put into practice in the school’s daily life and their purposes. This condition is immersed in the curricular ecosystem of schools and can be examined based on its manifestation in the real curriculum. In this study, investigations were proposed regarding the actions taken by a scholar unit, the “Eça de Queiroz State School”, located in the municipality of Diadema, Brazil, considering the inclusion of regional elements in formative practices. For this purpose, a segmented analysis was carried out in three axes: (1) document analysis of the Pedagogical Political Project and internship reports of students from UNIFESP, conducted at the same school unit during 2023; (2) field observation; and (3) interview analysis with the principal and pedagogical coordinator of the school. The authors Paulo Freire, Bell Hooks, and Ladislau Dowbor were the main theoretical references used to address the concepts of regionality; as well as Michael Apple, Santomé, Lopes and Macedo, and Sacristán, were explored in themes related to the curriculum. From this study, it was possible to infer that the inclusion of regional elements depends on human actions, linked to their intentions and personal perspectives; the construction and maintenance of a dialogical and participatory environment; as well as it does not occur without challenges, related to divergent interpretations of pedagogical actions, community engagement, disagreements about ideological factors, and the economic, political, and social materiality.
The School institutions are composed of elements related to the context and the locality in which they are situated, characterizing these factors as a potentiality for the structuring of formative experiences, depending on the actions put into practice in the school’s daily life and their purposes. This condition is immersed in the curricular ecosystem of schools and can be examined based on its manifestation in the real curriculum. In this study, investigations were proposed regarding the actions taken by a scholar unit, the “Eça de Queiroz State School”, located in the municipality of Diadema, Brazil, considering the inclusion of regional elements in formative practices. For this purpose, a segmented analysis was carried out in three axes: (1) document analysis of the Pedagogical Political Project and internship reports of students from UNIFESP, conducted at the same school unit during 2023; (2) field observation; and (3) interview analysis with the principal and pedagogical coordinator of the school. The authors Paulo Freire, Bell Hooks, and Ladislau Dowbor were the main theoretical references used to address the concepts of regionality; as well as Michael Apple, Santomé, Lopes and Macedo, and Sacristán, were explored in themes related to the curriculum. From this study, it was possible to infer that the inclusion of regional elements depends on human actions, linked to their intentions and personal perspectives; the construction and maintenance of a dialogical and participatory environment; as well as it does not occur without challenges, related to divergent interpretations of pedagogical actions, community engagement, disagreements about ideological factors, and the economic, political, and social materiality.