Avaliação dos indicadores de culturas inclusivas pela comunidade escolar de um sistema público
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Data
2021-08-05
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Universidade Estadual Paulista (Unesp)
Resumo
Se a cultura é uma das dimensões humanas que estruturam a convivência em comunidade bem como a forma pela qual grupos sociais se relacionam dentro de uma mesma sociedade, a cultura escolar é o particular conjunto de valores e conflitos que compõem a identidade de cada escola. A presente pesquisa do tipo descritiva buscou verificar as culturas de inclusão expressas pela comunidade escolar do sistema público de quatro escolas em um município no interior do estado de São Paulo. Para isso, foram desenvolvidos dois estudos que compartilham uma mesma introdução e foram relacionados ao fim da discussão. O Estudo I propôs a análise documental de um projeto político-pedagógico e três planos de gestão, cada um representando um campo de pesquisa. As doze temáticas representadas no “Index para Inclusão: Desenvolvendo a Aprendizagem e Participação nas Escolas” foram buscadas nos documentos, com o intuito de descrever os elementos culturais expressos nesses documentos escolares. O Estudo II entrevistou um estudante de cada ano letivo indicado pelas escolas, do terceiro ao nono ano do ensino fundamental, e um de seus familiares para investigar as percepções sobre as culturas de cada cotidiano escolar. No total, os relatos de dezessete estudantes e quatorze familiares foram analisados com base em cinco temáticas sugeridas pelo Estudo I: a percepção dos participantes sobre direitos humanos; sobre seu pertencimento à comunidade escolar; sobre os princípios escolares democráticos; sobre a manifestação da diversidade no contexto escolar; e sobre o combate à discriminação estruturado em cada escola. No geral, a percepção desses estudantes e familiares sugeriu que os cotidianos investigados são mais exclusivos do que inclusivos. Ambos os estudos constataram que existe uma cisão entre o que a escola diz sobre si mesma e o que de fato acontece no cotidiano escolar. Então, os critérios estabelecidos pela educação em direitos humanos, pelo movimento pela inclusão e pelo pensamento descolonial traçaram reflexões sobre os desafios e planos envolvidos na superação dos conflitos característicos de cada realidade.
If culture is one of the human dimensions that structure community living as well as the way in which social groups live together within the same society, a school’s culture is the particular set of values and conflicts that make up the identity of each school. This descriptive research aimed to verify some inclusive indicators expressed by the culture of a public school community system in four schools located in a up-country city in São Paulo state. For this, two studies that share the same introduction were developed and were related in the end. Study I were a documental analysis of a political pedagogical project and three management school plans, each representing one research field. Twelve themes represented in the “Index for Inclusion: Developing Learning and Participation in Schools” instrument were sought in this documents in order to describe the cultural elements expressed there. Study II interviewed a student from the third to the ninth year of elementary school from each field and one of their family members to investigate their perceptions about the daily school life. The report of seventeen students and fourteen family members were analyzed based on five themes suggested by Study I: the participants perception of human rights; their perception about their belonging to the school community; their perception on democratic school principles; on diversity; and on daily fight against discrimination. In general, the perception of these students and family members suggested that these schools daily life reflected more exclusion than inclusion. Both studies found that there is a split between what the school says about itself and what actually happens in everyday school life. So, the indicators established by a education based on human rights, the movement for inclusion and the decolonial thinking traced reflections on the challenges and plans involved in overcoming the conflicts of each reality.
If culture is one of the human dimensions that structure community living as well as the way in which social groups live together within the same society, a school’s culture is the particular set of values and conflicts that make up the identity of each school. This descriptive research aimed to verify some inclusive indicators expressed by the culture of a public school community system in four schools located in a up-country city in São Paulo state. For this, two studies that share the same introduction were developed and were related in the end. Study I were a documental analysis of a political pedagogical project and three management school plans, each representing one research field. Twelve themes represented in the “Index for Inclusion: Developing Learning and Participation in Schools” instrument were sought in this documents in order to describe the cultural elements expressed there. Study II interviewed a student from the third to the ninth year of elementary school from each field and one of their family members to investigate their perceptions about the daily school life. The report of seventeen students and fourteen family members were analyzed based on five themes suggested by Study I: the participants perception of human rights; their perception about their belonging to the school community; their perception on democratic school principles; on diversity; and on daily fight against discrimination. In general, the perception of these students and family members suggested that these schools daily life reflected more exclusion than inclusion. Both studies found that there is a split between what the school says about itself and what actually happens in everyday school life. So, the indicators established by a education based on human rights, the movement for inclusion and the decolonial thinking traced reflections on the challenges and plans involved in overcoming the conflicts of each reality.
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Educação em direitos humanos, Culturas inclusivas, Diversidade, Inclusão, Pensamento descolonial, Human rights education, Inclusive cultures, Diversity, Inclusion, Decolonial thinking