A educação pública municipal de Presidente Prudente-SP: políticas, narrativas e sentidos
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2022-09-21
Autores
Silva, Edimar Aparecido da
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Universidade Estadual Paulista (Unesp)
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Esta tese intitulada “A educação pública municipal de Presidente Prudente: políticas, narrativas e sentidos”, vinculado à linha de pesquisa “Formação de Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós-graduação em Educação da Universidade Estadual Paulista (UNESP), campus de Presidente Prudente, tem como objetivo geral analisar os sentidos das políticas de organização da educação pública municipal de Presidente Prudente, no período de 1983 a 2020, a partir das narrativas de alguns atores sociais. A partir da questão problema “Como alguns atores sociais manifestam os sentidos das políticas de organização da educação pública municipal de Presidente Prudente-SP, no período de 1983 a 2020?” esta pesquisa está orientada a partir da abordagem qualitativa, pautada no referencial epistemetodológico da Pesquisa (Auto)Biográfica. Como procedimentos metodológicos elencamos a pesquisa bibliográfica e a realização de entrevistas narrativas como dispositivo para produção do corpus da pesquisa. Os dados coletados foram analisados através da “Análise compreensiva-interpretativa” (SOUZA, 2014). A partir do pressuposto, de que os sentidos apreendidos nas narrativas de alguns atores sociais possibilitam a compreensão da essência das políticas, esta tese busca defender que a concretude e a organização da educação pública municipal de Presidente Prudente-SP, decorre dos sentidos que as pessoas dão às diferentes decisões da política educacional. Sendo assim, as decisões da organização educacional prudentina se afirmam a partir de um circuito de sentidos implicados e impulsionados nas dimensões ética, política, estética e técnica da ação educativa, para além do impacto de normas, regras e leis definidos nos documentos formais e orientadores da política.
This thesis entitled “The municipal public education of Presidente Prudente: policies, narratives and meanings”, linked to the line of research “Training of Education Professionals, Educational Policies and Public School” of the Graduate Program in Education at Universidade Estadual Paulista ( UNESP), campus of Presidente Prudente, has the general objective of analyzing the meanings of the organizational policies of municipal public education in Presidente Prudente, from 1983 to 2020, based on the narratives of some social actors. From the problem question “How do some social actors manifest the meanings of the municipal public education organization policies of Presidente Prudente-SP, in the period from 1983 to 2020?” this research is oriented from the qualitative approach, based on the epistemological framework of (Auto)Biographical Research. As methodological procedures, we list bibliographic research and conducting narrative interviews as a device for producing the research corpus. The collected data were analyzed using the “Comprehensive-interpretative analysis” (SOUZA, 2014). Based on the assumption that the meanings apprehended in the narratives of some social actors make it possible to understand the essence of the policies, this thesis seeks to defend that the concreteness and organization of municipal public education in Presidente Prudente-SP, derives from the meanings that people give to different educational policy decisions. Therefore, the decisions of the prudentine educational organization are asserted from a circuit of meanings involved and driven by the ethical, political, aesthetic and technical dimensions of the educational action, beyond the impact of norms, rules and laws defined in the formal and guiding documents of politics.
This thesis entitled “The municipal public education of Presidente Prudente: policies, narratives and meanings”, linked to the line of research “Training of Education Professionals, Educational Policies and Public School” of the Graduate Program in Education at Universidade Estadual Paulista ( UNESP), campus of Presidente Prudente, has the general objective of analyzing the meanings of the organizational policies of municipal public education in Presidente Prudente, from 1983 to 2020, based on the narratives of some social actors. From the problem question “How do some social actors manifest the meanings of the municipal public education organization policies of Presidente Prudente-SP, in the period from 1983 to 2020?” this research is oriented from the qualitative approach, based on the epistemological framework of (Auto)Biographical Research. As methodological procedures, we list bibliographic research and conducting narrative interviews as a device for producing the research corpus. The collected data were analyzed using the “Comprehensive-interpretative analysis” (SOUZA, 2014). Based on the assumption that the meanings apprehended in the narratives of some social actors make it possible to understand the essence of the policies, this thesis seeks to defend that the concreteness and organization of municipal public education in Presidente Prudente-SP, derives from the meanings that people give to different educational policy decisions. Therefore, the decisions of the prudentine educational organization are asserted from a circuit of meanings involved and driven by the ethical, political, aesthetic and technical dimensions of the educational action, beyond the impact of norms, rules and laws defined in the formal and guiding documents of politics.
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Educação pública municipal, Pesquisa (auto)biográfica, Políticas públicas, Public education, (Auto)biographical research, Public policy