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Publication
A escola como laboratório de cidadania
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 12.73 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
A escola como organização e as diferentes modalidades de governo afiguram-se como uma das
dimensões relevantes nos modos como se apropriam e desenvolvem saberes diferenciados, nos
modos como se aprende a viver em conjunto, nos modos como se constrói e desenvolve uma
cidadania culta e participativa. Ora o viver em comunidade aprende-se e desenvolve-se através de
interacções policentradas num espaço fronteiriço de diálogos e transições em que a vivência
democrática e a participação na tomada de decisões envolvem diferentes olhares e sentidos que, em
convergência e em divergência, contribuem para a construção de um bem comum.
Contudo nem sempre as políticas públicas nem as micropolíticas da escola nem os modos de
organização são agentes facilitadores de uma maior convivialidade e experienciação democrática, em
particular, na audição das crianças e dos jovens como atores de pleno direito na construção e no
governo da escola.
Neste contexto, partindo de um conjunto de entrevistas a crianças e jovens, do 5.º ao 9.º ano de uma
escola TEIP que participaram no ano lectivo 2015-2016 nas Assembleias da Escola, procura-se por
um lado dar voz aos estudantes em relação às suas visões sobre a escola, aprendizagens e
modalidades de organização e de governo e, por outro, identificar alguns indicadores que do ponto de
vista organizacional, pedagógico e relacional contribuam para que a escola seja um lugar de
encontros, de saberes, de conhecimentos, de cidadania e de convivialidade entre diferentes visões do
mundo.
The school as an organization and the different forms of government appear as one of the relevant dimensions in the ways we appropriate and develop differentiated knowledge, in the ways we learn to live together, in ways how to build and develop an educated and participatory citizenship. Living in community is developed through polycentric interactions in a border area of dialogue and transitions where the democratic experience and participation in decision-making involving different senses that in convergence and divergence contributing to the construction of a common good. However not always public policies or the school micro policies, nor the organizational modes are facilitators for conviviality and democratic experiencing, in particular, the hearing of children and young people as full actors in the construction of the school and in its government. In this context, starting from a series of interviews with children and young people, the 5th to the 9th year of a TEIP school who participated in the academic year 2015-2016 in the Assemblies of the school, I’m looking for one hand try to give voice to students in relation to their views on the school, learning and forms of organization and government, and secondly, to identify some indicators that the organizational, pedagogical and relational point of view contribute to the school as a place of encounters, knowledge, citizenship and conviviality between different worlds.
The school as an organization and the different forms of government appear as one of the relevant dimensions in the ways we appropriate and develop differentiated knowledge, in the ways we learn to live together, in ways how to build and develop an educated and participatory citizenship. Living in community is developed through polycentric interactions in a border area of dialogue and transitions where the democratic experience and participation in decision-making involving different senses that in convergence and divergence contributing to the construction of a common good. However not always public policies or the school micro policies, nor the organizational modes are facilitators for conviviality and democratic experiencing, in particular, the hearing of children and young people as full actors in the construction of the school and in its government. In this context, starting from a series of interviews with children and young people, the 5th to the 9th year of a TEIP school who participated in the academic year 2015-2016 in the Assemblies of the school, I’m looking for one hand try to give voice to students in relation to their views on the school, learning and forms of organization and government, and secondly, to identify some indicators that the organizational, pedagogical and relational point of view contribute to the school as a place of encounters, knowledge, citizenship and conviviality between different worlds.
Description
Keywords
Escola Organização Gestão Participação Cidadania School Organization Management Participation Citizenship
Citation
Publisher
Escola Superior de Educação de Viseu