Negociações entre os campos do currículo e da gestão escolar/educacional
Carregando...
Arquivos
Data
2019-03-08
Autores
Andrade, Éderson [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese se aventurou por labirintos incertos de discursos dos campos do currículo e da gestão escolar/educacional, a fim de tentar entender os jogos políticos nestes campos de conhecimento da educação na constituição de políticas da escola/educação. A entrada nesses labirintos se faz aqui como uma postura teórica assumidamente aberta às desconstruções imediatas do que a tese possa oferecer aos leitores, é um movimento que procura afastar as certezas, permitindo-nos o questionamento e a proposição de muitas verdades possíveis. Nosso objetivo foi analisar alguns discursos que se hegemonizaram dos campos do currículo e da gestão escolar/educacional do Brasil produzidos a partir de 1930 e suas possíveis articulações em torno da significante qualidade e analisar as contribuições que as negociações entre os campos do currículo e gestão escolar/educacional possam pensar a qualidade da educação escolar pública. Nosso referencial teórico-metodológico está inscrito nos estudos pós-estruturais, marcamos nossa análise em torno de alguns conceitos da Teoria do Discurso, bem como alguns operadores derridianos para potencializar as discussões. A partir da análise dos discursos do campo do currículo podemos perceber a criação de hegemonias em torno da qualidade a partir da busca por um currículo com foco nos conteúdos e objetivos, por um currículo que questionasse as relações de poder para se chegar à transformação social e na construção de processos de significação em um movimento do por vir, marcado pela diferença. Já nos discursos do campo da gestão escolar/educacionalidentificamos a criação de hegemonias em torno da gestão escolar/educacional como mediação para a eficiência ou para a transformação social. Pensando a gestão escolar/educacional como articulação e não mais como mediação, tensionamos os discursos do currículo e da gestão escolar/educacional para a construção de possíveis negociações entre si, o que abre terreno para o que chamamos de política cultural da escola. Acreditamos que os discursos de Paulo Freire e Anísio Teixeira, resguardando suas diferenças, encetam para a educação de qualidade no terreno democrático aberto e fluído. Assim, consideramos que os discursos presentes nas obras dos autores são potentes para pensarmos e fazermos uma educação escolar pública de qualidade e democrática. Por fim, entendemos que a política cultural da escola é compreendida como uma abertura para a luta pela qualidade, fato que se afasta da criação de etapas, ou seja, formas fixas a serem seguidas, por isso os dois campos pensados no terreno democrático podem criar suas próprias negociações, seus próprios cenários em busca de qualidade à escola pública.
This thesis has ventured into uncertain labyrinths of curriculum field and school / educational management discourses in order to try to understand political games in these fields of knowledge of education in the constitution of school / education policies. The entry into these labyrinths is here as a theoretical posture openly open to immediate deconstructions of what the thesis can offer readers, is a movement that seeks to remove certainties, allowing us the questioning and the proposition of many possible truths. Our objective was to analyze some speeches that have been hegemonized from the fields of curriculum and the school/educational management of Brazil produced since 1930 and their possible articulations around the significant quality and analyze the contributions that the negotiations between the fields of curriculum and school management / educational can think the quality of public school education. Our theoretical-methodological framework is inscribed in post-structural studies, we mark our analysis around some concepts of the Discourse Theory, as well as some Derridian operators to potentiate the discussions. From the analysis of the discourses of the field of curriculum we can perceive the creation of hegemonies around the quality from the search for a curriculum with focus in the contents and objectives, by a curriculum that questions the relations of power to arrive at the social and in the construction of processes of signification in a movement to come, marked by difference. Already in the discourses of the field of school / educational management we identified the creation of hegemonies around school / educational management as mediation for efficiency or for social transformation. Thinking school / educational management as articulation and no longer as mediation, we stress the discourses of the curriculum and school / educational management for the construction of possible negotiations among each other, which opens the way for what we call the school's cultural policy. We believe that the discourses of Paulo Freire and Anísio Teixeira, safeguarding their differences, are conducive to quality education in the open and fluid democratic terrain. Thus, we consider that the authors' discourses are powerful for thinking and doing a quality and democratic public school education. Finally, we understand that the cultural policy of the school is understood as an opening for the struggle for quality, a fact that moves away from the creation of stages, that is, fixed forms to be followed, so the two fields thought in the democratic terrain can create its own negotiations, its own scenarios in search of quality to the public school.
This thesis has ventured into uncertain labyrinths of curriculum field and school / educational management discourses in order to try to understand political games in these fields of knowledge of education in the constitution of school / education policies. The entry into these labyrinths is here as a theoretical posture openly open to immediate deconstructions of what the thesis can offer readers, is a movement that seeks to remove certainties, allowing us the questioning and the proposition of many possible truths. Our objective was to analyze some speeches that have been hegemonized from the fields of curriculum and the school/educational management of Brazil produced since 1930 and their possible articulations around the significant quality and analyze the contributions that the negotiations between the fields of curriculum and school management / educational can think the quality of public school education. Our theoretical-methodological framework is inscribed in post-structural studies, we mark our analysis around some concepts of the Discourse Theory, as well as some Derridian operators to potentiate the discussions. From the analysis of the discourses of the field of curriculum we can perceive the creation of hegemonies around the quality from the search for a curriculum with focus in the contents and objectives, by a curriculum that questions the relations of power to arrive at the social and in the construction of processes of signification in a movement to come, marked by difference. Already in the discourses of the field of school / educational management we identified the creation of hegemonies around school / educational management as mediation for efficiency or for social transformation. Thinking school / educational management as articulation and no longer as mediation, we stress the discourses of the curriculum and school / educational management for the construction of possible negotiations among each other, which opens the way for what we call the school's cultural policy. We believe that the discourses of Paulo Freire and Anísio Teixeira, safeguarding their differences, are conducive to quality education in the open and fluid democratic terrain. Thus, we consider that the authors' discourses are powerful for thinking and doing a quality and democratic public school education. Finally, we understand that the cultural policy of the school is understood as an opening for the struggle for quality, a fact that moves away from the creation of stages, that is, fixed forms to be followed, so the two fields thought in the democratic terrain can create its own negotiations, its own scenarios in search of quality to the public school.
Descrição
Palavras-chave
Educação, Currículo, Gestão escolar/educacional, Democracia, Qualidade, Education, Curriculum, School/educational management, Democracy, Quality