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Advisor(s)
Abstract(s)
O campo pedagógico brasileiro ao longo do século passado construiu concepções que
destacavam a importância da afetividade e horizontalidade nas relações entre
professor e aluno. Buscam ideias democratizantes para romper com o autoritarismo
pedagógico da escola tradicional. No Sistema de Educação do Estado do Rio de
Janeiro nota-se a enorme preocupação com os resultados obtidos nos exames
externos padronizados, metas e índices: a denominada, pelo sistema de educação,
gestão de resultado. Nota-se também uma enorme preocupação com a afetividade
na relação professor/aluno na prática pedagógica. A pesquisa desenvolvida parte da
preocupação sobre questões relacionadas às ações sociais de conflito e cooperação
da gestão do Governo do Estado do Rio de Janeiro para uma compreensão do poder
nas relações sociais de gestores e professores nos processos decisórios a respeito da
avaliação escolar que gerem, como efeito, possíveis conflitos e harmonizações que
possam comprometer a qualidade do ensino. A pesquisa objetivou investigar as
decisões planejadas e o planejamento das decisões da gestão SEEDUC/ RJ do governo
do estado do Rio de Janeiro sobre a avaliação do aluno a partir de um primeiro eixo
de análise sobre modelos de gestão, complementado por teorias da administração
pública; e um segundo eixo sobre o campo pedagógico. Utilizou-se atos normativos
sobre avaliação, comunicação sobre avaliação, caderno sobre modelo pedagógico
todos da SEEDUC/RJ e caderno de planejamento estratégico da SUBPLO/RJ para
análise de conteúdo da gestão do governo. Concluiu-se que é preciso uma
investigação mais aprofundada para afirmar os indícios levantados que há um
processo de violência simbólica pelo uso da pedagogia humanista sobre professores
tradicionais pelo planejamento estratégico do Governo para se obter ganhos em
outros campos.
The Brazilian pedagogical field during the last century constructed conceptions that emphasized the importance of affectivity and horizontality in the relations between teacher and student. They look for democratizing ideas to break with the pedagogical authoritarianism of the traditional school. In the Education System of the State of Rio de Janeiro, it is noted the great concern with the results obtained in the standardized external examinations, goals and indexes - the one called, by the education system, management of results. There is also a great concern about the affectivity in the teacher / student relationship in pedagogical practice. The research developed starts from the concern about issues related to social actions of conflict and cooperation of the Government of the State of Rio de Janeiro management for an understanding of the power in the social relations of managers and teachers in the decision making processes regarding the school evaluation that they manage, as possible conflicts and harmonization that could compromise the quality of teaching. The research aimed to investigate the planned decisions and planning decisions of the SEEDUC / RJ management of the Rio de Janeiro state government on student evaluation based on a first axis of analysis on management models, complemented by theories of public administration; and a second axis on the pedagogical field. It was used normative acts on evaluation, communication on evaluation, notebook on pedagogical model all of SEEDUC / RJ and strategic planning document of the SUBPLO / RJ to analyze content of the government's management. It was concluded that a more thorough investigation is needed to affirm the indications raised that there is a process of symbolic violence by the use of humanistic pedagogy on traditional teachers by the strategic planning of the Government to obtain gains in other fields.
The Brazilian pedagogical field during the last century constructed conceptions that emphasized the importance of affectivity and horizontality in the relations between teacher and student. They look for democratizing ideas to break with the pedagogical authoritarianism of the traditional school. In the Education System of the State of Rio de Janeiro, it is noted the great concern with the results obtained in the standardized external examinations, goals and indexes - the one called, by the education system, management of results. There is also a great concern about the affectivity in the teacher / student relationship in pedagogical practice. The research developed starts from the concern about issues related to social actions of conflict and cooperation of the Government of the State of Rio de Janeiro management for an understanding of the power in the social relations of managers and teachers in the decision making processes regarding the school evaluation that they manage, as possible conflicts and harmonization that could compromise the quality of teaching. The research aimed to investigate the planned decisions and planning decisions of the SEEDUC / RJ management of the Rio de Janeiro state government on student evaluation based on a first axis of analysis on management models, complemented by theories of public administration; and a second axis on the pedagogical field. It was used normative acts on evaluation, communication on evaluation, notebook on pedagogical model all of SEEDUC / RJ and strategic planning document of the SUBPLO / RJ to analyze content of the government's management. It was concluded that a more thorough investigation is needed to affirm the indications raised that there is a process of symbolic violence by the use of humanistic pedagogy on traditional teachers by the strategic planning of the Government to obtain gains in other fields.
Description
Keywords
Gestão pública Campo pedagógico Poder simbólico SEEDUC/RJ Public administration Pedagogical field Symbolic power
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação