Navegando por Palavras-chave "Profissão Docente"

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    Cenas inéditas da vida das professoras de apoio pedagógico: um estudo da emersão da coordenação em São Bernardo do Campo: 1998 a 2009
    (Universidade Federal de São Paulo (UNIFESP), 2020-08-31) Freitas, Rubia Armelini De [UNIFESP]; Candido, Renata Marcilio [UNIFESP]; Universidade Federal de São Paulo
    This research investigates the emergence of the role of teacher of pedagogical support in the Municipal Education Network of São Bernardo do Campo. The investigated period starts in 1998, when municipal law No. 4681, of November 26, 1998 creates the designation for complementary activities (including the role of support teacher) and ends in September 2009 with publication in News from the municipality of the public notice for the competition for the position of pedagogical coordinator. The objective is to understand the beginning of the role of PAP, the main attributions and to investigate the strategies (CERTEAU, 2017) developed by these professionals to forge their place in the educational field (BOURDIEU, 2004). The following questions guided the research: Who is this professional and in what context does she appear? How did the training devices created by the support teachers, based on legal prescriptions, become action strategies when it comes to collective pedagogical work? What are the strategies and tactics developed by these professionals to legitimize the function and organize the fulfillment of those hours? To answer these questions we used as sources: the document Unpublished scenes from the life of a PAP (1998), the official publications of Jornal Notícias do Município (1999 to 2001), the Curriculum Proposal for Early Childhood Education, vol. II notebook 2 (2007), the publication Cadernos de Educação Municipal Validação (2001) that legally and theoretically justified the work of this professional and the personal registration notebooks of a PAP (2003). In addition to the documentary analysis, four interviews were carried out with teachers who were in the position in the period defined above. It is noticed that the teacher of pedagogical support occupied a place in the field that allowed her to develop training strategies with the group of teachers, with visibility through prescriptive publications for this municipal network. The validation process (evaluation of the support teacher by peers) created tensions and ruptures that, although they made the function wreck, constituted a fertile ground for the creation of the position and legitimization of the attributions constituted by this group.
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    Representação da escola no cinema um estudo sobre o filme Detachment
    (Universidade Federal de São Paulo (UNIFESP), 2019-08-22) Silva, Carolina Cunha Da [UNIFESP]; Dias, Marian Avila De Lima E [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research aims to study the representation of the school in the movies, more specifically in Detachment, starting from the following questions: What subjects rise in this representation of the school? What relationships are prioritized: the institutional or the affective ones? The theoretical references adopted were the conceptions of cinema in the works of Walter Benjamin, Theodor Adorno and Max Horkheimer as well as the critical analysis of the society brought in their works, with the comprehension of the decline of experience as an interference of the ideology of the industrial society in the subjectivities. The method consists in the film analysis allied to the literature and documental review of the subjects in the movie. The results point that this representation of the school depictures a strong marketing bias in the school management given by the policies implemented by the reforms in the public educational system of the United States, resulting in a lack of a democratic management, the accountability, that charges the school professionals for the performance of the students by punishments and rewards and a continuing of the social and racial segregation, mainly in gentrified neighborhoods. It is possible to note a criticism upon these reforms, but aiming to redeem an ideal of democracy manifested in the Constitution of the United States, valuing the participation of the civil society; it can be seen in the main character, a substitute teacher by choice, who is not able to act in a transforming way inside the school, symbolized in the suicide of the student Meredith, but as an individual, rescues a young adolescent from the streets and the prostitution. The film prioritize the affective relationships and the emotional states of the characters who are part of the school, with a material and psychological degradation in the depicture of the teachers, as an acknowledgement of a teaching profession malaise, as well as the prioritization of the representation of the violence, through scenes of bullying, prejudicial discourses by the teachers, fights, violence against the teachers, cruelty to animals and suicide. When related to the organization of the society, these events can be seen as a consequence of the coldness of the industrial ideology, in a negligence of the affects, also in the way it thinks about education.