Mudar para permanecer: uma leitura sobre a escola contemporânea
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Data
2019-07-29
Autores
Melo, Luciano Plez de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Se o que / quem muda, muda, podemos dizer que o espaço escolar mudou? A questão simples que orientou a construção do trabalho foi reflexo de escutas sobre a escola mudada, escola diferente frente “a escola de outros tempos”. Tais escutas ocorreram em momentos de nossa estada em espaços escolares públicos e privados, originadas pelos mais diversos atores escolares e aparentemente em consenso sobre a escola ser outra ou “mudada”. Frente ao aparente consenso sobre o mudado e a profusão de motivos sobre porquê mudada, buscamos circunscrever o objeto espaço escolar como “objeto” da modernidade, como maquinaria disciplinar deste tempo e assim, atrelado ao projeto civilizatório de seu tempo. Deste ponto tentamos perceber alguns de seus elementos identitários para pensarmos se o espaço escolar de fato mudado e se possível, percebermos também algum sentido sobre a eventual mudança. Após todo processo reflexivo concluímos que este espaço não mudou. Para tanto, com a busca de apoio em Castoriadis e Latour, nosso itinerário não se deu de maneira linear ou conciliativa e assemelhou-se a um processo de coleta e disposição de grãos, com a impressões de autores riscando um quase ensaio a medida que a trazida dos autores, trabalhos e sua disposição em quase decantação visava a tentativa de sustentação de nossos marcadores como uma forma de percepção do objeto espaço escolar. Embora todo bibliográfico, na busca por alguma empiria para sustentação dos marcadores espaço escolar e civilização promovemos ida ao encontro de teses e dissertações que poderiam colaborar com nossa reflexão. O processo de mapeamento e coleta dos trabalhos para a posterior conformação de grupos lembrou espécie de “estado da arte”, extraindo trabalhos da base de dados NDLTD Global ETD Search. Embora não houvesse a qualquer momento a intenção ou busca em sentido estrito ou lato da produção de “estado da arte” sobre o espaço escolar, a tensão e fragilidade da construção do olhar começou a ser desnudada na tomada de decisão pela utilização da base de dados. A tensão nas vozes: ensaio, narrativa, empiria; se estabeleceu e já de posse dos outros marcadores prévios: conhecimento / verdade, disciplina, socialização - nos levou a um montante de 18 trabalhos, que na busca por sistematização nos aproximou do proposto para análise de conteúdo por Bardin, (2011), para assim galgarmos a sustentação da afirmação sobre o espaço escolar na contemporaneidade não ter mudado e algumas implicações da manutenção desta afirmação em um mundo em transformação.
If what / who changes, can we say that the school space has changed? The simple question that guided the construction of the work was a reflection of listening about the changed school, different school compared to “the school of other times”. Such listening occurred at times of our stay in public and private school spaces, originated by the most diverse school actors and apparently in consensus on whether the school was other or “changed”. Faced with the apparent consensus on the changed and the profusion of reasons on why changed, we seek to circumscribe the object school space as "object" of modernity, as disciplinary machinery of this time and thus, linked to the civilizing project of its time. From this point we try to understand some of its identity elements in order to think if the school space is really changed and if possible, we also perceive some sense about the eventual change. After all the reflective process we conclude that this space has not changed. Like this, with the search for support in Castoriadis and Latour, our itinerary was not linear or conciliatory and resembled a process of collecting and disposing of grains, with the authors' impressions scratching a essay compound from the authors, works and their disposition in almost decantation aimed at the attempt to support our markers as a form of perception of the school space object. Though all bibliographic, in the search for some empiricism to support the markers: school space and civilization we promote the meeting of thoses and dissertations that could collaborate with our reflection. The process of mapping and collecting the works for later group conformation recalled a kind of “state of the art”, extracting works from the NDLTD Global ETD Search database. Although there was no intention or search in the strict or broad sense of the production of “state of the art” about the school space, the tension and fragility of the construction of the gaze begin to be denuded in the decision making by using the database. The tension in the voices: essay, narrative, empiricism; established itself and already in possession of the other markers: knowledge / truth, discipline, socialization - led us to an amount of 18 works, which in the search for systematization brought us closer to the proposed content analysis by Bardin, (2011). So we try reached the support of the statement about the school space in contemporary times not having changed and some implications of the maintenance of this statement in a changing world.
If what / who changes, can we say that the school space has changed? The simple question that guided the construction of the work was a reflection of listening about the changed school, different school compared to “the school of other times”. Such listening occurred at times of our stay in public and private school spaces, originated by the most diverse school actors and apparently in consensus on whether the school was other or “changed”. Faced with the apparent consensus on the changed and the profusion of reasons on why changed, we seek to circumscribe the object school space as "object" of modernity, as disciplinary machinery of this time and thus, linked to the civilizing project of its time. From this point we try to understand some of its identity elements in order to think if the school space is really changed and if possible, we also perceive some sense about the eventual change. After all the reflective process we conclude that this space has not changed. Like this, with the search for support in Castoriadis and Latour, our itinerary was not linear or conciliatory and resembled a process of collecting and disposing of grains, with the authors' impressions scratching a essay compound from the authors, works and their disposition in almost decantation aimed at the attempt to support our markers as a form of perception of the school space object. Though all bibliographic, in the search for some empiricism to support the markers: school space and civilization we promote the meeting of thoses and dissertations that could collaborate with our reflection. The process of mapping and collecting the works for later group conformation recalled a kind of “state of the art”, extracting works from the NDLTD Global ETD Search database. Although there was no intention or search in the strict or broad sense of the production of “state of the art” about the school space, the tension and fragility of the construction of the gaze begin to be denuded in the decision making by using the database. The tension in the voices: essay, narrative, empiricism; established itself and already in possession of the other markers: knowledge / truth, discipline, socialization - led us to an amount of 18 works, which in the search for systematization brought us closer to the proposed content analysis by Bardin, (2011). So we try reached the support of the statement about the school space in contemporary times not having changed and some implications of the maintenance of this statement in a changing world.
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Palavras-chave
Espaço escolar, Modernidade, Civilização, School space, Modernity, Civilization