Diálogo escola-comunidade: reflexão sobre saberes e formação de professores
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Data
2005
Autores
Ferreira, Regina Helena Penati Cardoso [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho, de caráter qualitativo, investiga a questão da formação de professores a partir das demandas estabelecidas na atualidade por um novo conceito de sociedade e gestão democráticas, que aponta a necessária reorganização dos sistemas educacionais, na direção de uma maior participação da sociedade, como meio de construção de uma escola de qualidade para todos. A partir desse pressuposto, analisa-se a necessidade de as escolas buscarem o diálogo com a comunidade e as implicações desta tarefa para a organização da escola e para o trabalho dos professores, bem como a contribuição que a análise dos saberes constituídos e utilizados pelos educadores pode trazer para a reflexão em torno da formação de professores. Para realizar a investigação foram feitas observações, análises de documentos e entrevistas com gestores e professores, em uma escola da Rede Municipal de Ensino de Presidente Prudente, localizada em área de exclusão social, empenhada na tarefa de construir o diálogo escola-comunidade. O tratamento dos dados revelou uma escola que se reelabora a cada dia, num processo que constrói e reconstrói saberes, buscando edificar uma nova forma de ser e de se fazer educação coerente com uma sociedade democrática. Evidenciou-se que os educadores, na busca do diálogo com a comunidade, mobilizam diferentes saberes, destacando-se entre eles, aqueles ligados à compreensão das relações entre sociedade e educação, saberes que favorecem a construção de processos coletivos e participativos, e saberes que permitem relacionar diferentes formas de conhecimento.
This dissertation, of a qualitative nature, investigates the process of teachers qualification based on the current settled demands for a new conceit of democratic society and public management that indicates the necessary rearrangement of the educational systems in order to improve community partnership as a way of providing a high quality education for all. Starting with this postulation, we analyze how needful it is for the schools to establish a dialogue with the community as well as the consequences of this task into the school organization and the teachers' work. We also investigate in which way the analysis of the established knowledge used by the teachers can contribute to the debate about their qualification. To perform the investigation, we chose a municipal public elementary school located in a poor neighborhood in Presidente Prudente. There we found a group of professionals willing to improve the dialogue with the community. Their routine work was observed, school documents were analyzed, and interviews were fulfilled. The figures treatment revealed a school that is constantly trying to elaborate itself in a process of developing knowledge, looking for a new way of being and of making education coherent to a democratic society. It became evident that the school staff, trying to dialogue with the community, makes use of different kinds of knowledge, especially those related to the comprehension of how community and education are connected, that is, acquirements that favors the development of collective processes as well as the establishment of relations among the different kinds of knowledge.
This dissertation, of a qualitative nature, investigates the process of teachers qualification based on the current settled demands for a new conceit of democratic society and public management that indicates the necessary rearrangement of the educational systems in order to improve community partnership as a way of providing a high quality education for all. Starting with this postulation, we analyze how needful it is for the schools to establish a dialogue with the community as well as the consequences of this task into the school organization and the teachers' work. We also investigate in which way the analysis of the established knowledge used by the teachers can contribute to the debate about their qualification. To perform the investigation, we chose a municipal public elementary school located in a poor neighborhood in Presidente Prudente. There we found a group of professionals willing to improve the dialogue with the community. Their routine work was observed, school documents were analyzed, and interviews were fulfilled. The figures treatment revealed a school that is constantly trying to elaborate itself in a process of developing knowledge, looking for a new way of being and of making education coherent to a democratic society. It became evident that the school staff, trying to dialogue with the community, makes use of different kinds of knowledge, especially those related to the comprehension of how community and education are connected, that is, acquirements that favors the development of collective processes as well as the establishment of relations among the different kinds of knowledge.
Descrição
Palavras-chave
Geografia, Geografia - Formação de professores, Escolas, Comunidade, Saber docente, School - community, Teachers knowledge, Teachers qualification
Como citar
FERREIRA, Regina Helena Penati Cardoso. Diálogo escola-comunidade: reflexão sobre saberes e formação de professores. 2005. 169 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Tecnologia, 2005.