Political-pedagogical Project Research Articles

A criança como sujeito de direitos no pensamento de Boaventura de Sousa Santos: diálogos com a sociologia da infância e implicações para a pesquisa em educação

O artigo reflete sobre alguns pilares do pensamento de Boaventura de Sousa Santos tecendo conexões com os Estudos da Criança, sobretudo, no que se refere à Sociologia da Infância em sua vertente crítica. Dessa forma, retomamos conceitos elaborados pelo autor, tais como, a crítica à ciência moderna e a sociologia das emergências, dialogando principalmente com o quadro teórico proposto por Sarmento (2004; 2018). No artigo discutimos ainda a concepção de criança como sujeito de direitos e suas implicações para a pesquisa com foco na educação da primeira infância. Por fim, considerando a natureza argumentativa da cadeia de conceitos desenvolvida por Boaventura, que dá espaço ao contraditório e ao enfrentamento da hegemonia de discursos já formulados sobre a infância, sugerimos alguns alinhamentos entre a necessidade de repensar esse segmento geracional e a efetivação das condições para a sua emancipação social. Nessa direção, propomos a superação da visão universalista não apenas em relação à criança, como já tem sido indicado pela Sociologia da Infância crítica, mas também em relação à escola, dando visibilidade a experiências alternativas nesse espaço. Concluímos que o olhar descentralizado sobre a infância em diferentes contextos institucionais, incluindo ambientes escolares com outras formas de organização do tempo e do espaço, com outras lógicas na implementação de seus projetos políticos pedagógicos, pode nos oferecer novos subsídios para a construção de uma Pedagogia da Infância que, no Brasil, constitui um campo de pesquisa emergente.

A CULTURA DIGITAL NO CURRÍCULO: CENÁRIOS ATUAIS

Este artigo discute algumas das principais diretrizes nacionais e internacionais para a abordagem da cultura digital na educação na última década, com vistas à sua inserção nos currículos e na formação de professores. No contexto brasileiro, destacamos a Base Nacional Comum Curricular (2017) que, seguindo a tendência internacional, organizou-se em competências e habilidades, não sem muitas críticas e polêmicas. O documento sugere a ampliação do protagonismo da cultura digital na construção dos currículos, o que permite que tanto os conteúdos quanto as estratégias didáticas para o trabalho com a cultura digital sejam definidos nos contextos regionais e locais. O artigo examina, também, o caso de Santa Catarina, onde o currículo regional (2019) sugere que a questão seja explorada e detalhada nos Projetos Políticos Pedagógicos das escolas, o que identificamos como uma brecha para que os professores participem das escritas curriculares, com base em suas realidades e experiências docentes em campo.

Gestão escolar a partir dos Objetivos do Desenvolvimento Sustentável (ODS) 4

Este estudo de caso tem por objetivo, compreender um processo de gestão escolar pautado na Agenda 2030, especialmente pelo Objetivo do Desenvolvimento Sustentável 4 (ODS4), direcionado as escolas municipais de São Paulo. A Secretaria Municipal de Educação, através das Delegacias Regionais de Ensino apresenta às suas escolas um novo currículo pedagógico - Currículo da Cidade (CC) - o qual declara recepcionar a Agenda 2030. Em virtude disto, temos como pergunta principal: em que medida o CC contribui para uma melhor gestão escolar naquelas escolas em periferias urbanas com indicadores de vulnerabilidade social e ambiental sem conflitar com a implantação da Base Nacional Curricular Comum (BNCC) a qual já está em processo de implantação. Como procedimentos metodológicos foram analisados documentos oficiais verificando sua implementação deste novo currículo nas escolas. Como resultados obtivemos que o CC busca inovar na elaboração dos Projetos Políticos Pedagógicos das unidades escolares ao inserir (ODS) contidos na Agenda 2030, e ainda, a compatibilização destes com a BNCC a qual possui um conjunto de diretrizes didáticas, pedagógicas, estruturantes da coordenação e gestão escolar. Concluímos que o currículo pode sim contribuir para outra forma de gestão escolar, porém, neste instante, não é possível verificar qualitativamente quais são os reais benefícios oriundos desta nova forma de gestão, por não existirem indicadores sobre a qualidade de ensino-aprendizagem voltadas a uma defesa e proteção ambiental nas escolas e suas externalidades positivas diretas para a comunidade em seu entorno.

PEDAGOGIA DO ESPORTE

Os projetos sociais esportivos têm como advento a promoção da prática de esportes e atividades física que aventem, também, possibilidades de transformações e ressignificações do status quo em ambientes com grandes demandas sociais, econômicas e educacionais. Dessa forma, o estudo buscou diagnosticar, em um projeto social esportivo, desenvolvido no contexto universitário, como são contemplados referenciais que contemplem os aspectos socioeducativos, técnico-táticos e histórico-cultural, chancelados pela disciplina da Pedagogia do Esporte e suas tendências metodológicas emergentes. A investigação foi pautada pela triangulação de dados oriundos de entrevistas com quatro dos membros fundadores, 11 responsáveis legais de alunos e alunas e análise documental do estatuto da instituição pesquisada. Os resultados demonstraram maior contemplação do referencial socioeducativo, realçando a importância de se estabelecer um contexto que viabilizem a participação, formação e a prática de valores sociais por meio do esporte, relativa preocupação com o referencial técnico-tático e lacunas quanto à exploração do referencial histórico-cultural no referido projeto social esportivo. Ressalta-se, assim, o cuidado com a elaboração do projeto político-pedagógico em instituições desta natureza e coerência teórico-prática com a aplicação dos pressupostos didático-metodológicos estabelecidos formalmente.

O LUGAR DA EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS NOS PROJETOS POLITICO-PEDAGÓGICOS DE DUAS ESCOLAS PARAENSES

O objetivo deste artigo, é analisar o lugar da Educação das Relações Étnico-Raciais (ERER) nos Projetos Político-Pedagógicos (PPPs) de duas escolas paraenses, com base em seus documentos escolares, PPPs e do Plano de Desenvolvimento Institucional (PDI) de uma delas. Recorremos a Bardin (2016) para a categorização dessa empiria. Acionamos Veiga (2003) para a ponderação sobre Projeto Político-Pedagógico; e sua implementação em Gomes (2012). Para a ERER e a escola, recorremos a Coelho e Coelho (2013, 2018). Concluímos que o trabalho realizado por ambas as escolas possibilita, ainda que de forma pontual, uma discussão junto aos discentes, com vistas à problematização da identidade, racismo e discriminação, embora não reflita a institucionalidade e a implementação da ERER nos documentos escolares.

Knowledge Management and the Political–Pedagogical Project in Brazilian Schools

Knowledge Management as a strategy to improve the quality of the institutional environment can be related to the coordination of activities that create, store and share knowledge. School Management has to deal with different tasks, such as planning, organization, leadership, guidance, monitoring and evaluation of all the processes necessary to ensure the promotion of students’ learning and training. In this context, the Political–Pedagogical Project assists School Management, since it is an important document for the school organization, containing the school’s identity as well as the plan to achieve the best teaching and learning process for the school community. In this sense, the objective of this research was to demonstrate how the Political–Pedagogical Project can promote Knowledge Management at the school level. The methodology used was exploratory and bibliographic research. The results obtained in this paper show that the Political–Pedagogical Project strengthens School Management when it is supported by Knowledge Management, considering that there is an improvement in the promotion of the quality of the organizational environment, as well as the elucidation of effective learning for teachers and students through democratic management.

The Teaching of Natural Sciences in the Early Years of Elementary School to Educate a Scientifically Literate Individual

Background: One of the challenges in pedagogical practice in science in the initial years of elementary school (EF) is focused on developing objects of knowledge with an emphasis on scientific literacy. Objective: To investigate how the pedagogical practices of teachers of the 1st and 2nd grades of the elementary school contribute to promoting access and the development of scientific knowledge to educate a scientifically literate individual. Design: Ethnographic case study, through triangulation of data in a qualitative research perspective. Setting and Participants: Seven basic education women teachers who work in three different schools in the municipality of Vera Cruz/RS participated. Data collection: Observation and description in a logbook, questionnaires and interviews with teachers, as well as one student’s notebook and the official school document (Pedagogical Political Project). Results: The promotion of subsidies for access and mediation of scientific knowledge in teaching actions, although a significant portion of teachers has little corroborated the education of a scientifically literate individual. Conclusions: There must be actions aimed at continuing teacher education to favour significant school environment changes.

Diagnóstico escolar: na rede de ensino médio em Arapiraca – AL, supervisionado pelo o programa – PIBID

RESUMO: Este trabalho apresenta os resultados de uma das atividades iniciais realizadas pelo Programa Institucional de Bolsas de Iniciação à Docência (PIBID), da Universidade Estadual de Alagoas (UNEAL) do curso de Ciências Biológicas, em 2018, o diagnóstico escolar. O mesmo teve como propósito o conhecimento do espaço escolar como contexto de atuação dos bolsistas do programa, permitindo analise e percepção das possibilidades existentes na comunidade escolar. Nesta atividade foram analisados vários aspectos da escola, entre eles destacam-se: o reconhecimento do espaço físico e o estudo do Projeto Político Pedagógico. Por meio desta atividade pôde-se verificar a percepção da professora de Biologia da escola sobre as dificuldades na aprendizagem dos alunos, escolha da profissão de educadora, avaliação do comportamento dos alunos em relação à disciplina de Biologia e os recursos didáticos utilizados em sala de aula. Pode-se afirmar que a presente atividade trouxe resultados positivos, pois, nos ajudou a conhecer a realidade na qual a escola está inserida, bem como, suas potencialidades e dificuldades relevantes nos auxiliando bastante como Pibidianos e futuros docentes. A atividade foi desenvolvida em uma das escolas parceiras do PIBID, localizada no município de Arapiraca – AL.
 PALAVRAS-CHAVE: Diagnóstico, Realidade escolar, Professores.

Interlocuções formativas contidas nos Projetos Políticos Pedagógicos dos cursos de Licenciatura em Ciências Agrícolas/Agrárias no Brasil

Pedagogical guidelines for the education in/of/to the rural areas must be based on the socio-educational development and on a constant dialogue between scientific and empirical knowledge. In this context, our objective is to identify formative interlocutions in the rural/countryside education in undergraduate courses of Agricultural Sciences in Brazil, through the analysis of their Political-Pedagogical Projects (PPP). This is a qualitative research with a descriptive and exploratory approach. It focuses on the theoretical background about rural educational project. It is also a document-based study that has as its source data from Anísio Teixeira Platform, connected to the Ministry of Education, as well as PPP emitted by the higher education institutions. The criteria chosen to establish the study’s time frame was the accessibility of the most recent information that were available during the process of information gathering – June, 2020. The results show that twelve of the studied courses had as their formative reference agricultural education – in terms of hegemonic production processes such as agribusiness, adopting a technicist approach. Only five of the studied courses were characterized by a formative framework aimed at the education of the rural areas – encompassing several expressions of rural life, such as family agriculture, peasantry and so forth. These courses make reference not only to these specific methodological approaches, but also to public policies related to this issue. Furthermore, we also identified in the institutions’ PPP a chaotic duality of concepts of education in/of the rural areas, on the one hand, and agricultural education on the other; such chaotic mixture of concepts is prone to be reproduced in the praxis of the teachers.

Organizational and pedagogical characterization of vocational courses in nursing at SUS Schools.

to know the organizational and pedagogical characteristics of vocational courses in nursing of Unified Health System Vocational Schools in northeastern Brazil. this is a qualitative, descriptive study, developed in six schools that offer this course. As a data source, Pedagogical Political Project and Teaching Plans were used to search for information on courses' organizational and pedagogical characteristics through indirect documentation, using three structured scripts. most of the characteristics of the courses are convergent between schools, but pedagogical characterization items do not exist, presenting themselves as fragility regarding the outline of such normative characteristics. the characterization of the courses demonstrates the schools' commitment to training professionals aiming at quality of healthcare/nursing in/for the Unified Health System. However, the weakness found in the documents emerged as a challenge to be overcome, in order to better subsidize teaching and learning and qualify training.

Entre fronteiras, matas e beiras de rios Amazônia legal brasileira e o pesquisar da educação escolar indígena

The article aims to verify approaches and contributions of Brazilian research linked to postgraduate programs in education that focus on indigenous school education in the Brazilian Legal Amazon from 2010 to 2019, in light of the state of knowledge. The search took place in the Theses and Dissertations Catalog repository of the Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior. A total of 3,550 theses and 10,491 dissertations were found, and after refining the search, the research corpus was reached with 5 theses and 10 dissertations. The researches have several focuses: pedagogical practices of indigenous teachers, educational processes, political pedagogical project, schooling process, acquisition of the Portuguese language, aspirations for the future of the indigenous community, indigenous policies, connection with indigenous education, resignification of the colonialist school environment, and public policies at the municipal level. The contributions come together in thinking about and carrying out a differentiated school education in indigenous territories in the Brazilian Legal Amazon.

A ludicidade na EJA/Campo no contexto de uma escola da Comunidade Matinha dos Pretos, Feira de Santana - BA

The present work is the result of a research that aims to understand the concepts of playfulness of a science teacher who works at Youth and Adult Education/Countryside and the importance attributed to this pedagogical tool in science teaching, in a school in the field of the community of Quilombola, municipality of Feira de Santana-BA. The study was guided by the principles of the qualitative approach and the case study type, and semi-structured interviews, observation and document analysis were used to collect the information. The research indicates that the playfulness inserted in the student's school and daily context needs to overcome the character of play, constituting itself as a fundamental tool for the promotion of pedagogical proposals that arouse pleasure, contributing to the student's learning in a significant way, especially in this modality of education, composed of social actors who were excluded from formal education. In view of the analysis of the results, we found a certain contradiction between the speeches circulating in the school environment, what was observed in the classroom and what appears in the school's Political Pedagogical Project, revealing a gap between what is thought about playfulness and what is done in practice. However, it is essential to recognize that educators cannot be held responsible, when it is impossible to mediate playful practices, since they did not have access to initial or continuing training consistent with such practices.

Inclusão na perspectiva da educação básica pública: desafios e possibilidades

ABSTRACT: Education on perspective of inclusion, it still represents a complex challenge, especially due to the problems faced in the public system. The main objective of this study was to discuss the process of school inclusion and its relationship with the challenges of teaching practice from the perspective of public basic education in Brazil. This is a review of narrative literature, which adopts the technique of bibliographic and documentary research. It was found that school inclusion seeks education for all in the same context, this does not represent the normalization of difference, but the understanding of it as diversity. In this context, factors such as: overcrowding in classrooms; insufficient teaching materials, architectural and pedagogical accessibility; teacher unpreparedness and non-execution of public policies are still challenges in basic public education, determinants of non-compliance with the principles of inclusive education. Therefore, it becomes a way to overcome these impasses by revising the curricula and political pedagogical projects, greater financial investments to meet the demands, restructuring public policies in line with the reality of the regions, training teachers, creating tools to improve the teaching work and, above all, the change in attitudes in the recognition and appreciation of the human being. It involves society as a whole and needs specific conditions to be put into practice, among many: the valorization of education as a practice of freedom, the recognition of difference as potential and the collective effort in adapting development opportunities. KEYWORDS: School, Public policies, Teaching practice.

Surgery course load in Brazilian medical schools

Abstract: Introduction: Surgery is an important curricular component of undergraduate medical courses. This study was conducted because the surgery course load in Brazilian medical has not been systematically explored at the national level. Objective: To analyze the surgery course load in Brazilian medical schools. Method: A cross-sectional, descriptive study was carried out with Brazilian medical schools acknowledged by the Ministry of Education, which had begun their activities prior to December 31, 2017 and, as of September 2018, had their curriculum matrix and/or political-pedagogical project with the surgery course load available on the internet. The variables studied were total medical curriculum course load and surgery course load before and during clerkship, as well as the schools’ geographic region and fee status. Data analysis was performed using descriptive statistic Student t-test, analysis of variance, and Mann-Whitney U and Kruskal-Wallis tests, with the null hypothesis rejected for p < .05. Results: The study included 205 of the country’s 323 existing medical schools, of which 175 had available information on the surgery course load during the clerkship, 157 before the clerkship, and 129 had information on course load before and after the clerkship. The median total surgery course load in hours was 815.0 (P25 - 75 = 677.5 - 992.0; minimum = 340.0 h; maximum =1,665.0), while the mean surgery course load before clerkship in hours was 268.7 (SD = 140.3; minimum = 32.0; maximum = 780.0), with no difference between geographic regions or fee status. During the clerkship, the median course load was 540.0 hours (P25 - 75 = 400.0 - 712.0; minimum = 170.0 h; maximum = 1,410.0), with no difference between geographic regions, but with higher values in medical schools with no tuition fees. Regarding the total curriculum course load, the mean percentage of the surgery course load before clerkship was 3.2% (SD = 1.7), the median percentage during the clerkship was 6.4% (P25 - 75 = 5.0 - 8.2), the median percentage of the total surgery course load was 6.4% (P25 - 75 = 5.0 - 8.2%, and the median percentage of surgery course load (both periods) was 9.7% (P25 - 75 = 8.3 - 11.8%). Conclusions: Despite the considerable variation in the surgery course load limits, the median of total surgery and the mean of surgery course load before clerkship were similar across geographic regions and fee statuses. The median surgery course load during clerkship was also similar across regions but higher in tuition-free medical schools. The values found in this study can help schools’ administrators to assess and plan the surgery course load in their institutions.

Surgery course load in Brazilian medical schools

Abstract: Introduction: Surgery is an important curricular component of undergraduate medical courses. This study was conducted because the surgery course load in Brazilian medical has not been systematically explored at the national level. Objective: To analyze the surgery course load in Brazilian medical schools. Method: A cross-sectional, descriptive study was carried out with Brazilian medical schools acknowledged by the Ministry of Education, which had begun their activities prior to December 31, 2017 and, as of September 2018, had their curriculum matrix and/or political-pedagogical project with the surgery course load available on the internet. The variables studied were total medical curriculum course load and surgery course load before and during clerkship, as well as the schools’ geographic region and fee status. Data analysis was performed using descriptive statistic Student t-test, analysis of variance, and Mann-Whitney U and Kruskal-Wallis tests, with the null hypothesis rejected for p < .05. Results: The study included 205 of the country’s 323 existing medical schools, of which 175 had available information on the surgery course load during the clerkship, 157 before the clerkship, and 129 had information on course load before and after the clerkship. The median total surgery course load in hours was 815.0 (P25 - 75 = 677.5 - 992.0; minimum = 340.0 h; maximum =1,665.0), while the mean surgery course load before clerkship in hours was 268.7 (SD = 140.3; minimum = 32.0; maximum = 780.0), with no difference between geographic regions or fee status. During the clerkship, the median course load was 540.0 hours (P25 - 75 = 400.0 - 712.0; minimum = 170.0 h; maximum = 1,410.0), with no difference between geographic regions, but with higher values in medical schools with no tuition fees. Regarding the total curriculum course load, the mean percentage of the surgery course load before clerkship was 3.2% (SD = 1.7), the median percentage during the clerkship was 6.4% (P25 - 75 = 5.0 - 8.2), the median percentage of the total surgery course load was 6.4% (P25 - 75 = 5.0 - 8.2%, and the median percentage of surgery course load (both periods) was 9.7% (P25 - 75 = 8.3 - 11.8%). Conclusions: Despite the considerable variation in the surgery course load limits, the median of total surgery and the mean of surgery course load before clerkship were similar across geographic regions and fee statuses. The median surgery course load during clerkship was also similar across regions but higher in tuition-free medical schools. The values found in this study can help schools’ administrators to assess and plan the surgery course load in their institutions.

A práxis de egressos(os) da LEdoC UnB na gestão das escolas do campo: caminhos para resistência à Matriz Nacional Comum de Competências do Diretor Escolar

The reflections presented here are part of a research developed with the support of the National Council of Scientific and Technological Development (CNPq), aiming at analyzing the praxis of graduates of the Licentiate Degree in Education for Rural Areas of the University of Brasília - LEdoC UnB and their contributions to the implementation of new logics of School Organization and Pedagogical Work in Schools for Rural Areas, held between 2020 and 2023. This article discusses the proposition of the National Council of Education - CNE to establish a Common National Competence Matrix for School Principal - MNCCDE and seeks this discussion based on the perspective of the Education for Rural Areas principles that guide the training project of the LEDoCs. The main objective of this text is to identify the ways and possibilities of action of LEdoC UnB graduates that points to resistance to the neoliberal, neotechnicist and generalizing perspective of making the principle of democratic management secondary. The methodological orientation is anchored in the assumptions of Historical-dialectical Materialism, having totality, historicity and contradiction as central categories. The collaborating subjects of the research are graduates of LEdoC of the University of Brasília who work or have worked in the management of school educational processes. In this sense, conversation circles were held with the referred subjects and documental analysis of the following materials was made: Pedagogical Political Projects of the schools in which the graduates work or have worked; Course Conclusion papers and Dissertations produced by them and analysis of the MNCCDE Draft. The results show that this Matrix attacks the pedagogical principles that have been worked in the Licentiate Courses in Education for rural Areas in Brazil and that the praxis of LEdoC UnB alumni who collaborated to this research points to resistance to the capital's educational project in different dimensions, highlighting: a) the search for the intrinsic articulation between the struggles for the right to land, work and education – political commitment; b) the Theory-Practice unit from the perspective of praxis; c) collective work and community participation; d) self-organization and f) the exercise of democratic management based on the understanding of participatory democracy based on self-management.

The importance of the pedagogical political project for school management

The importance of the pedagogical political project for school management

Gender debate as a challenge in nursing training.

to understand the challenges of introducing gender debate in nursing training from undergraduate students' perspective. a qualitative, exploratory-explanatory study. Data were collected through a semi-structured interview applied to 12 undergraduate nursing students at a public university in São Paulo. For data treatment and analysis, the Discourse of the Collective Subject was used in light of Boaventura de Sousa Santos' knowledge production paradigm theoretical framework. nursing education remains centered on the traditional scientific model, neglecting gender and strengthening stereotypes aimed at the feminization of the profession. nursing training has a challenge of implementing actions that deepen the gender theme. Therefore, some strategies are suggested, such as improving professor training and appropriating emancipatory pedagogical practices; reviewing pedagogical political projects; curriculum theorization and restructuring; problematizing gender issues for nursing leadership.

Plano Municipal de Educação e Projeto Político Pedagógico: trilhas da práxis formativa

This text, critically addresses, the issue of education management in order to apprehend elements of a formative planning process based on the relationship between the Secretariat's Action Plan and the Municipal Education Plan (PME) and Political Pedagogical Project instruments. In general, we can declare that the principles of democratic management and participation are basic elements in a planning process for these instruments and that, according to the consonance of subnational plans with the National Education Plan, they are also articulators of education in the municipality. The data analyzed make it possible to indicate that the Secretariat's Action Plan planning process is developed in a distinct and disputed manner, with the idea of a plan standing out as an end in itself and without articulation.

Curricular reforms in the transformation of nursing teaching in a federal university.

to discuss the curricular reforms adopted for nursing teaching in Brazil, from 1969 to 2019. historical, qualitative approach using the thematic oral history and document research. 13 interviews were carried out with graduation nursing professors from a federal university in the South of Brazil. The document sources were the political-pedagogical projects of the course and their associated documents. Minayo's thematic analysis was used. nursing curricula delineates the profile of the professional that must be formed and are reviewed in order to be adapted to social and educational changes, showing the scientific and professional potential of the nurse. Curricular reforms consider the quality of nursing formation. the structure of the curriculum and the reforms that took place emerged according to the historical, political, epidemiological and social context demanded from the profession, to attend to the demands of society and to the work market.