A Escola Plural. / Plural School.
AUTOR(ES)
Juarez Melgaço Valadares
DATA DE PUBLICAÇÃO
2008
RESUMO
Education offers, nowadays, a lack of continuity of public policies which introduce formation cycles as mechanisms of inclusion and stability of students at school. The "Plural School Proposal", which was established in Belo Horizonte in 1995, has been living with resistance and suspicion about the reality of education which has been offered and it still creates controversy. In this paper, dilemmas created from the new organization forms of the proposal and the way the public managers deal with these problems are discussed. Such questions make us inquire about the changes occurred in pedagogical practices and their effects in the representation that managers have over the institution subjects. For that, besides analysis of produced texts, data was collected from interviews with twenty managers who have been part of the management system since 1995, in search of justifications for the transformations in the Proposal, as well as the attempts of solution for the problems. Based on René Kaëspsychoanalysis reference and on concepts from Boaventura de Sousa Santosand Paulo Freires theoretical productions, our search was centered in relations kept among teachers, school and institution. Aware that "Plural School" puts us in front of essential questions of pedagogical practice, we believe we can create other forms of knowledge which can help public managers in understanding of the problems related to educational reformation.
ASSUNTO(S)
formation cycles educational management educational reform psychoanalysis and education administração educacional ciclos de formação reformas educacionais políticas públicas public policies psicanálise e educação
