Navegando por Palavras-chave "educação básica"

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    Encaminhamentos escolares: ressonâncias e dissonâncias entre profissionais de educação e de saúde
    (Universidade Federal de São Paulo (UNIFESP), 2015-09-23) Goncalves, Maria Rozineti [UNIFESP]; Gualtieri, Regina Candida Ellero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this work, we analyze the social representations of education and health professionals that focus on emerging issues in the schooling process culminating in the school referral of students with demands of learning and or behavioral. Focusing on a critical analysis of social devices connected to school referrals, the objective of this study focuses on those referrals to understand and analyze the social representations - systems of values, ideas and beliefs - that regulate the logic and the maintenance of school referrals, related to school complaints, by education and health professionals. We are interested, particularly, to understand the practices and analyze the conceptions present in the route through which passes the student identified with learning difficulties and or behavioral problem. Became relevant the inter-institutional and intra-institutional relationship between the surveyed professionals and, through the analysis of this relational plot, studied in the narratives of participants the points of intersection seeking to focus the resonances and dissonances related to school referrals. Thus, we investigated the route of referrals of a Municipal School, located on the periphery of the east zone of the São Paulo city to the Center of Training and Monitoring to Inclusion (Cefai), service of the Municipal Department of Municipal Education whose main objectives is to develop training activities, guide teachers and coordinators and monitor pupils with special educational needs. Specifically, our focus was centered on the experts from Multidiscilinary Team of the Project Program Network includes, since they are responsible for screening students with school complaints, referred by schools. We focus the study on semi-structured interviews in school with two teachers in the early years of primary school, also interviewed the director, an educational coordinator and assistant director. At the Center, we interviewed the coordinator of the service and a support teacher that accompaniment to inclusion, also the psychologist, the speech therapist and the social worker, professionals who make up the Multidisciplinary Team. Another focus of analysis and discussion were the institutional documents that underlying the actions to be taken in cases of school referrals, besides the own referrals reports produced by the school in 2013. In support the research we conducted field observations, whose analyzes made up the elements of this study. The data produced were analyzed with the support of Moscovici studies on Social Representations and of the literature concerning the matter. The representations show that the referrals performed by the School is, in its origin, a call for help when it is confronted by the a student who flees the standard of learning. However, the representations reveal frustrated expectations, cases without return, because the services does not support, since they are seen as inconclusive situations, both by the interviewed in school as by the Multidisciplinary Team. The network of ideas that supports the referrals brings a multitude of representations that are anchored in the biological pathologization, in the culpability of the student and their families and in the social determinism, and where the social is often the key to organic. Also present, conceptions focused on the culpability of the teachers and of the schools, especially when the speaker are further away from the classroom. The multiplicity of representations shows that none of them fulfil the complexity involved in learning in school and opens opportunity for other representations, which began to consider the possibility of acting in network and add skills.
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    Representações dos trabalhadores não docentes no cotidiano escolar
    (Universidade Federal de São Paulo (UNIFESP), 2014-10-13) Silva, Diogo Lopes da [UNIFESP]; Lugli, Rosario Silvana Genta [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    In this research, our purpose mapping and understanding the representations of not teachers workers about the work they do and the relationships established with other staff and students in their daily school. We have as object and subject of this study workers who do not work directly in the educational field in school, among which we highlight: cooks, inspectors, students, school secretaries and / or assistants, and servants - also called caretakers, janitors, aides school services or general helpers. The study, which was conducted between May and December 2013, a municipal elementary school located in a suburb of Suzano - city located in the Alto Tietê region approximately 40 minutes from the capital - is guided on a methodology of ethnographic inspiration plus the instrumental qualitative the interview that assists in reading the social figurations of the school community (N. Elias) in the light of the theory of social representations of Serge Moscovici, and concepts Working Class and Relational Work, such as found in Ricardo Antunes and Tardif and Lessard respectively. It is considered for the analysis, the form of ingress, the selection process, the roles and functions, education required, remuneration and very dynamics of the work done in school as well as the provisions of the duties described in the tender notice and other official documents which also deal with the valuation of the education worker. We note that there is little research on the subject and that workers not teachers have different representations about the work they do, since not everyone can see the educational aspect of it and that this is due to the fact that most of their work times are naturalized as an extension of domestic and routine work. Working conditions are conditions quite limited by time, labor materials and by dynamics of relationships, which stay more restricted to componenetes the same segment of employees. The curriculum design as a set of activities performed in the school, highlighting the educational potential of experiences and habits developed in this environment, leads to the proposition of government policies for the continued training of those employees who become understood this dimension, as educators. Thus, the relative invisibility of their work (also perceived in this study) tends to disappear.