A escola que queremos e a escola que fazemos: uma análise dos saberes docentes e das práticas pedagógicas sob a perspectiva da gestão educacional

Abstract

This dissertation has as its theme the teaching knowledge and the teachers’ pedagogical practices from the perspective of the educational management. The terms used in the title already propose an analysis of that knowledge and practices from the school model that we want and do. Given the object of study, we propose as a problem: what is the link between teaching knowledge and pedagogical practices and how can it be understood from the perspective of management at the Jesuit Education Network? The general objective was to analyze the pedagogical practices from the teaching knowledge in the school environment, the way they approach the institutional precepts, how they are performed in the pedagogical actions and their links with management. In that perspective, analyzing the teaching practices carried out at different levels of teaching and conducting a critical reflection linked to the pedagogical practices with the participating teachers and pedagogical coordination in the light of PEC (Common Educational Project of the Jesuit Education Network) to develop an intervention plan that culminates in the definition of pedagogical processes related to management are the specific objectives of this research. It was based on the ideas of Thurler (2002), Perrenoud (2000), Tardif (2002) among others. The Common Educational Project from the Jesuit Education Network also served as a basis for this foundation. It is a qualitative research supported by Martucci (2001) and Alves (1991). Through the research instruments, the data were produced and organized into categories and subcategories of analysis. From the interpretation of the data, the results were directed to the interlocutors' conceptions on the several teaching knowledge and the mobilization of this knowledge to the qualification of their pedagogical practices. From the findings, we got to some potentialities, such as adherence to the pedagogical proposal of the institution researched and the commitment to the mission and the search for new techniques and teaching methods. As challenges, we highlight weaknesses before the mediation strategies of the adverse situations in the classroom and also, of the planned methodological strategies that require more movement and interaction with the students. Taking all that into account, we propose a trail training that makes it possible the integrity by knowledge areas and by the guiding dimensions of the Ignatian Pedagogy with the expansion intentionality for the other schools that make the Jesuit Education Network.