O direito educacional na visão dos professores e gestores da educação básica de uma rede municipal do interior paulista
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Data
2023-07-06
Autores
Silva, Carlos Eduardo da
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Universidade Estadual Paulista (Unesp)
Resumo
A presente tese tem como fundamento geral realizar uma análise a respeito do Direito Educacional na visão de professores e gestores da educação básica em uma rede municipal do interior paulista. Na legislação brasileira o Direito Educacional está garantido na Constituição da República Federativa do Brasil de 1988 (CRFB/88), na lei de diretrizes e bases da educação nacional (LDB) e demais leis e instrumentos normativos, seja na Esfera Federal, Estadual/Distrital ou Municipal. Predominantemente de natureza qualitativa, a pesquisa se classifica como exploratória, o estudo contou com o procedimento técnico de ensaio teórico, na qual foram realizadas pesquisas em livros e artigos científicos de obras que tratam sobre o Direito Educacional e Política Educacional no Brasil. O presente trabalho teve como objetivo geral analisar o que os professores e gestores compreendem por Direito Educacional a partir da formação e da participação política na efetivação das propostas. Em relação aos objetivos específicos, a pesquisa procurou investigar a presença dos estudos sobre o Direito Educacional perante professores e gestores; se houve abordagens no curso de formação inicial; se há discussões no Horário de Trabalho Pedagógico Coletivo - HTPC; e, se o Poder Público oferece cursos de formação continuada sobre a temática. O trabalho também foi estruturado por meio de um levantamento documental sobre os aspectos jurídicos e institucionais embasados em leis e demais normas jurídicas ligadas à ao Direito Educacional. Além disso, foi realizada uma pesquisa de campo com a aplicação de questionários para a obtenção de dados de professores, diretores e vice-diretores atuantes na educação básica e lotados na Secretaria Municipal de Educação do Município da Estância Turística de Barretos-SP. Os dados gerados evidenciam que grande parte dos professores da realidade investigada possuem dificuldade no entendimento e pouca habitualidade nos estudos sobre o Direito Educacional, dessa forma, não estão aptos a atuar de forma significativa na efetividade e na garantia desses direitos, por outro lado, uma parte significativa dos gestores afirmaram possuir competências e conhecimentos sobre a temática. Os resultados sugerem que há uma extrema necessidade de maiores abordagens sobre o Direito Educacional nos cursos de licenciaturas, se torna necessário incentivos eficazes na formação continuada de professores e gestores, além disso, nas unidades escolares, mostra-se importante maiores discussões sobre o Direito Educacional nos Horários de Trabalhos Pedagógicos Coletivos - HTPCs. Por conta da grande abrangência do Direito Educacional e pela imensa amplitude da nossa nação, bem como suas especificidades regionais e locais, mesmo sendo um recorte, ou seja, uma pesquisa aplicada em um munícipio do interior do Estado de São Paulo, o estudo apresentou contribuições significativas de investigação, na qual poderá auxiliar futuros pesquisadores do Direito Educacional.
This thesis aims to assay the Educational Brazilian Law System according the teachers and education managers who works in the basic education field (analogous to the preprimary, primary, lower secondary and upper secondary, levels of education in the United States) at one city in the countryside of the State of São Paulo, Brazil. The Educational Brazilian Law is laid down by the Constituição da República Federativa do Brasil de 1988 (Brazilian Constitution), Lei de diretrizes e bases da educação Nacional (LDB) (Brazilian Law of guidelines and bases of national education) and other legislations and normative instruments, whether at the Federal, State/District or Local levels. This essay assumes a quantitative and investigative research path. The technical research procedure was theoretical, in which research was carried out in books and scientific articles that dealing with Educational Law and Educational Policy in Brazil. The main idea of this research tis to contribute to advances in research on Educational Law and Educational Policy in Brazil in basic education. The secondary focus is to investigate the presence of studies on Educational Law including teachers and educational managers; if there were approaches in the initial training course; whether there are discussions in the Horário de Trabalho Pedagógico Coletivo (HTPC) (Collective Pedagogical Work Schedule); whether the Government offers continuing education courses on Educational Law. The research was structured through literature survey on legal and institutional aspects based on legislation and other legal norms related to Educational Law. In addition, a study field survey was carried out with the application of questionnaires to obtain data from teachers, directors working in basic education and working at the Secretária de Educação (local executive department about education policies) of the city Estância Turística de Barretos-SP (city in the country of the State of São Paulo, Brazil). The data shows that most of the teachers have difficulty in understanding and little habituality in studies on Educational Law, thus, they are not able to act significantly in the effectiveness and guarantee of these rights, on the other hand, a significant part of the managers claimed to have skills and knowledge on the subject. The results suggest that there is an extreme need for greater approaches to Educational Law in the Brazilian university courses for teacher training, that requires incentives in the continuing education of teachers and managers, likewise, in schools, greater discussions on Educational Law are important in the Horário de Trabalho Pedagógico Coletivo (HTPC) (Collective Pedagogical Work Schedule). Due to the wide scope of Educational Law and the immense breadth of Brazil, as well as its regional and local specificities needs, even the study was applied in a city in the countryside of the State of São Paulo, Brazil, this was presented contributions investigation, in which it may help future researchers of Educational Law.
This thesis aims to assay the Educational Brazilian Law System according the teachers and education managers who works in the basic education field (analogous to the preprimary, primary, lower secondary and upper secondary, levels of education in the United States) at one city in the countryside of the State of São Paulo, Brazil. The Educational Brazilian Law is laid down by the Constituição da República Federativa do Brasil de 1988 (Brazilian Constitution), Lei de diretrizes e bases da educação Nacional (LDB) (Brazilian Law of guidelines and bases of national education) and other legislations and normative instruments, whether at the Federal, State/District or Local levels. This essay assumes a quantitative and investigative research path. The technical research procedure was theoretical, in which research was carried out in books and scientific articles that dealing with Educational Law and Educational Policy in Brazil. The main idea of this research tis to contribute to advances in research on Educational Law and Educational Policy in Brazil in basic education. The secondary focus is to investigate the presence of studies on Educational Law including teachers and educational managers; if there were approaches in the initial training course; whether there are discussions in the Horário de Trabalho Pedagógico Coletivo (HTPC) (Collective Pedagogical Work Schedule); whether the Government offers continuing education courses on Educational Law. The research was structured through literature survey on legal and institutional aspects based on legislation and other legal norms related to Educational Law. In addition, a study field survey was carried out with the application of questionnaires to obtain data from teachers, directors working in basic education and working at the Secretária de Educação (local executive department about education policies) of the city Estância Turística de Barretos-SP (city in the country of the State of São Paulo, Brazil). The data shows that most of the teachers have difficulty in understanding and little habituality in studies on Educational Law, thus, they are not able to act significantly in the effectiveness and guarantee of these rights, on the other hand, a significant part of the managers claimed to have skills and knowledge on the subject. The results suggest that there is an extreme need for greater approaches to Educational Law in the Brazilian university courses for teacher training, that requires incentives in the continuing education of teachers and managers, likewise, in schools, greater discussions on Educational Law are important in the Horário de Trabalho Pedagógico Coletivo (HTPC) (Collective Pedagogical Work Schedule). Due to the wide scope of Educational Law and the immense breadth of Brazil, as well as its regional and local specificities needs, even the study was applied in a city in the countryside of the State of São Paulo, Brazil, this was presented contributions investigation, in which it may help future researchers of Educational Law.
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Palavras-chave
Brazilian primary education, Direito educacional, Políticas educacionais, Educação básica, Formação inicial e continuada, Educational law, Educational policies, Initial teacher education and continuing training