Projeto educativo comum e gestão colaborativa no contexto da Rede Jesuíta de Educação no Brasil

Abstract

The aim of the current study is to describe the process to launch the Jesuit Education Network (RJE - Rede Jesuíta de Educação), as well as the construction and implementation of its Common Educational Project (PEC - Projeto Educativo Comum) by taking the period from 2014 (RJE launching) to 2020 (completion of PEC’s 1st implementation cycle) as timeframe. The research process was based on three data sources, namely: documental analysis, questionnaire application and experience systematization. The Education emergence and development process in the Society of Jesus, as well as the Basic Education renovation movement that took place from the 1960s onwards, were introduced, in broad historical strokes, to describe the RJE launching process. Much of the bibliography was structured in Jesuit literature, which comprises almost 500 years of textual production and wide coverage spectrum, with emphasis on the following works: “Ratio Studiorum” (1599), which is a great Jesuit legacy; “Características da Educação da Companhia de Jesus” [Society of Jesus’ Educational Features] (1986); “Pedagogia Inaciana: uma proposta prática” [Ignatian Pedagogy: a practical proposal practice] (1993) and “Colégios Jesuítas: uma tradição viva no século XXI” [Jesuit Schools: a living tradition in the 21st century] (2019). Werle (2001), Corsetti (2006), Sander (2005), Cellard (2008), Castells (2006) and Lowney (2015) were adopted as theoretical reference. With respect to the methodology, definitions enabling the research development process were based on Goldenberg (2004) and Bardin (2016), with emphasis on questionnaire application and “experience systematization” - Jara (2006) was herein used as significant theoretical methodological reference. Statements and perceptions about PEC development and implementation processes were collected based on the application of an open questionnaire to Jesuit Education Network educators who actively and effectively participated in its creation and structuring processes. A broad reading map was developed by intertwining the collected information; it was done to enable the analysis, narrative and identification of successes and mistakes in this process, with emphasis on speeches and silences. In conclusion, the participation of the largest number of educators possible in the investigated process was relevant to help founding the Jesuit Education Network, so the community could, subsequently, commit to the mission, vision, principles, institutional values and practices recommended by it. Furthermore, it has evidenced the importance of having both local and network managers committed to the process and open to perform collaborative work, as well as the presence of a central and unifying coordination – the RJE Office – to articulate, support and monitor processes taking place both in the network and in the units.

En este trabajo se construye una narrativa de la fundación de la “Rede Jesuita de Educação” (RJE) y de la construcción e implementación de su “Projeto Educativo Comum” (PEC), considerando como marco temporal el período comprendido entre el 2014, fundación de la RJE, y 2020, conclusión del 1er Ciclo de Implementación del PEC. La investigación se basó en tres fuentes de datos: análisis documental, aplicación de cuestionarios y sistematización de experiencias. Para llegar al relato de la fundación de la RJE, se presentó el surgimiento y desarrollo de la educación en la Compañía de Jesús y el movimiento de renovación de la Educación Básica a partir de la década de 1960. Gran parte de la bibliografía está estructurada en la literatura jesuita, con casi quinientos años de producción textual y un amplio espectro de cobertura, con énfasis en la "Ratio Studiorum" (1599), un gran legado jesuita, "Características da Educação da Companhia de Jesus " (1986), "Pedagogia Inaciana: uma proposta prática" (1993) y " Colégios Jesuítas: uma tradição viva no século XXI " (2019). También se adoptaron como base teórica Werle (2001), Corsetti (2006), Sander (2005), Cellard (2008), Castells (2006) y Lowney (2015). En la metodología, con Goldenberg (2004) y Bardin (2016), se presentan las definiciones para el desarrollo de la investigación, destacando la aplicación de cuestionarios y la "sistematización de la experiencia", considerando a Jara (2006) como un referencial marco teórico-metodológico significativo. A partir de un cuestionario abierto, respondido por educadores de la Red Jesuita de Educación que participaron activa y efectivamente del proceso de creación y estructuración de la Red, se recogieron testimonios y percepciones sobre el desarrollo e implementación del PEC. A partir de cruzar estas informaciones, se creó un amplio mapa de lectura, que posibilitó el análisis, la narrativa y la identificación de aciertos y desaciertos de este proceso, con énfasis en los discursos y en los silenciamientos. Se llegó a la conclusión de que para la fundación de la Red Jesuita de Educación fue la participación de la mayor cantidad posible de educadores en el proceso, para que la comunidad se comprometiera posteriormente con la misión, visión, principios y valores institucionales y las prácticas indicadas por la red. Además, se puso en relieve la importancia de gestores (locales y de red) comprometidos con el proceso y abiertos al trabajo colaborativo, así como la presencia de una coordinación central y unificadora -la Oficina de RJE- para la articulación, apoyo y seguimiento de los procesos en la red y en las unidades