Escola democrática e Projeto Político pedagógico: um estudo em filosofia da Educação Matemática
Carregando...
Arquivos
Data
2019-01-09
Autores
Silva, Douglas Gonçalves da [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem como objetivo problematizar a construção do Projeto Político-pedagógico (PPP) como vetor que direciona sentidos para constituição do sujeito democrático na escola. O trabalho tem sua relevância no que é produzido nas relações entre Filosofia da Educação Matemática, Escola Democrática e Projeto Político-pedagógico, como as reflexões filosóficas acerca dos conceitos de homem e sociedade, caros à compreensão de escola democrática. Essa produção também diz do fazer político e pedagógico do professor de matemática. A metodologia da pesquisa é qualitativa pelo tratamento peculiar e não quantitativo dos objetos estudados e também se caracteriza como um estudo em Filosofia da Educação Matemática por apresentar características da pesquisa nessa área ao tratar de objetos ontológicos. Apresenta estudo bibliográfico no que se refere à Filosofia do PPP, aos conceitos de emancipação, democracia e à constituição do sujeito democrático. A produção dos dados ocorre junto a um grupo de educadores de uma instituição pública de ensino, de nível básico, em rodas de conversas específicas sobre as temáticas citadas e presentes no PPP da escola. As discussões foram registradas em áudios e posteriormente transcritas e analisadas. A análise dos dados ocorre num processo de diálogos com corpos teóricos compostos por pensadores educacionais progressistas. Nos resultados observa-se as potencialidades do movimento de produção do PPP para a constituição do sujeito democrático e progressista.
This study aims to problematize the construction of the Political-Pedagogical Project (PPP) as a machine that directs meanings for the constitution of the democratic subject in the school. The work has its relevance in what is produced in the relations between Philosophy of Mathematical Education, Democratic School and Political-pedagogical Project, as the philosophical reflections about the concepts of man and society, important to the understanding of democratic school. This production also says of the political and pedagogical doing of the mathematics teacher. The methodology of the research is qualitative by the peculiar and non quantitative treatment of the objects studied and is also characterized as a study in the Philosophy of Mathematical Education for presenting characteristics of the research in this area when dealing with ontological objects. It presents a bibliographical study regarding the Philosophy of the PPP, the concepts of emancipation, democracy and the constitution of the democratic subject. The production of the data occurs together with a group of educators of a public institution of basic level, in wheels of specific conversations on the mentioned subjects and present in the PPP of the school. The discussions were recorded in audios and later transcribed and analyzed. Data analysis occurs in a process of dialogues with theoretical bodies composed of progressive educational thinkers. The results show the potentialities of the PPP production movement for the constitution of the democratic and progressive subject.
This study aims to problematize the construction of the Political-Pedagogical Project (PPP) as a machine that directs meanings for the constitution of the democratic subject in the school. The work has its relevance in what is produced in the relations between Philosophy of Mathematical Education, Democratic School and Political-pedagogical Project, as the philosophical reflections about the concepts of man and society, important to the understanding of democratic school. This production also says of the political and pedagogical doing of the mathematics teacher. The methodology of the research is qualitative by the peculiar and non quantitative treatment of the objects studied and is also characterized as a study in the Philosophy of Mathematical Education for presenting characteristics of the research in this area when dealing with ontological objects. It presents a bibliographical study regarding the Philosophy of the PPP, the concepts of emancipation, democracy and the constitution of the democratic subject. The production of the data occurs together with a group of educators of a public institution of basic level, in wheels of specific conversations on the mentioned subjects and present in the PPP of the school. The discussions were recorded in audios and later transcribed and analyzed. Data analysis occurs in a process of dialogues with theoretical bodies composed of progressive educational thinkers. The results show the potentialities of the PPP production movement for the constitution of the democratic and progressive subject.
Descrição
Palavras-chave
Educação democrática, Subjetividades democráticas, Emancipação, Transformação da sociedade, Democratic education, Democratic subjectivities, Emancipation, Transformation of society