Gestão escolar e teorias pedagógicas no contexto da sociedade do capital: contribuições da pedagogia histórico-crítica
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Data
2020-11-11
Autores
Duarte, Rita de Cássia [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa são analisadas as relações entre os modelos de gestão da escola pública e as práticas pedagógicas influenciadas direta ou indiretamente pelos processos de reprodução da sociedade capitalista. Nessa perspectiva, as reformas realizadas na educação brasileira nas últimas décadas têm se mostrado empenhadas em adequar a educação escolar às transformações do modelo de produção industrial e das formas de exploração do trabalho pelo capital. Os estudos realizados mostraram que existe uma clara relação entre os padrões neoliberais de gestão da educação pública e as pedagogias do aprender a aprender, especialmente no caso da pedagogia das competências e do neotecnicismo. Finalmente, tomando-se como referência a pedagogia histórico-crítica, é defendida a tese de que a gestão escolar democrática pode se constituir numa forma de organização do trabalho pedagógico favorecedora da socialização do saber sistematizado no que se refere às ciências da natureza e da sociedade, da arte e da filosofia. Conclui-se pela necessidade de aprofundamento dos estudos sobre as relações entre as definições do que seja a especificidade da educação escolar e os modelos de gestão escolar.
This research analyses the relations between the public schools’ management models and the pedagogical practices which are directly or indirectly influenced by the reproduction processes of the capitalist society. The reforms carried out in Brazilian education in the last decades have been shown to be committed to adapting school education to the transformations of the new industrial production model and the forms of exploitation of labor by capital. The studies carried out showed that there is a clear relationship between the neoliberal standards of public education management and the pedagogies of learning to learn, especially in the case of skills pedagogy and neo-technicism. Finally, taking as a reference the historical-critical pedagogy, we argue in favor of the idea that democratic school management can constitute a form of pedagogical work organization favorable to the socialization of systematized knowledge with regard to the natural and social sciences, art and philosophy. We conclude that there is a need for further studies on the relationships between school management models and the aspects that characterize the specificity of educational practice compared to other types of social practice.
This research analyses the relations between the public schools’ management models and the pedagogical practices which are directly or indirectly influenced by the reproduction processes of the capitalist society. The reforms carried out in Brazilian education in the last decades have been shown to be committed to adapting school education to the transformations of the new industrial production model and the forms of exploitation of labor by capital. The studies carried out showed that there is a clear relationship between the neoliberal standards of public education management and the pedagogies of learning to learn, especially in the case of skills pedagogy and neo-technicism. Finally, taking as a reference the historical-critical pedagogy, we argue in favor of the idea that democratic school management can constitute a form of pedagogical work organization favorable to the socialization of systematized knowledge with regard to the natural and social sciences, art and philosophy. We conclude that there is a need for further studies on the relationships between school management models and the aspects that characterize the specificity of educational practice compared to other types of social practice.
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Palavras-chave
Gestão escolar, Educação escolar, Teorias pedagógicas, Gestão do trabalho, Pedagogia histórico-crítica