A ação do orientador educacional para a evolução da educação: análise das dificuldades, avanços e desafios em seis escolas do município de Sobral/CE
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2013
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A pesquisa empírica pautada nesse trabalho apresenta resultado de uma investigação realizada em seis escolas da rede pública mantidas pelo Governo do Estado do Ceará, localizadas no município de Sobral/CE. Com o objetivo de contribuir para a reflexão acerca da atuação do Orientador Educacional numa perspectiva inclusiva, perpassando por mudanças conceituais, políticas e culturais específicas de cada escola ora investigada. Insere-se nesse contexto o fazer profissional dos sujeitos que promovem a educação. Considerando a inserção dos alunos no espaço escolar, norteando as práticas do Orientador Educacional, identificando, sobretudo, fundamentações como sendo importantes articuladoras entre a teoria e a prática vivenciada no cotidiano da escola. A contribuição da Orientação Educacional na estruturação do Projeto Político Pedagógico voltado para as especificidades da escola remete eficazmente a questões de cunho pedagógico, ético e político. Por oportuno, destacamos a importância da Constituição Federal de 1988 e a Lei de Diretrizes e Bases da Educação Nacional de N° 9394/1996, contextualizadas nas ações propostas pela escola bem como os contributos dos governos Federal, Estadual e Municipal, consolidando a atuação do Orientador Educacional como promotor das relações interpessoais, evidenciando como cerne do embate o crescimento educacional. A pesquisa bibliográfica contextualizada à luz dos referenciais de teóricos como: Rangel (1999), Grinspun (2006), Teixeira (2000), Mantoan (1997), Villon (1994), Lück (1996), Nóvoa, Ledesma (2008), Góes (1997), Garcia (1999), Moore (1998) dentre outros. A técnica do questionário foi usada nessa pesquisa como forma de medição das variáveis que envolvem a ação e atuação do Orientador Educacional na escola.
Empirical research based on this work presents results of an investigation conducted in six public schools maintained by the Government of the State of Ceará, located in the city of Sobral / CE. Aiming to contribute to the reflection on the role of the Educational Counselor from an inclusive perspective, passing by conceptual, political and cultural changes of each school now investigated. The professional job of the subjects that promote education is inserted in this context. Considering the inclusion of students in the macro social environment, guiding the practices of the Educational Counselor, identifying especially foundations as important articulators between theory and practice experienced in the school routine. The contribution of the Educational Guidance in structuring the Pedagogical Political Project focused on the specific needs of the school effectively refers to pedagogical, ethical and political issues. By the way, we highlight the importance of the 1988 Constitution and the Law of Guidelines and Bases of National Education No. 9394/1996, in the context of the actions proposed by the school as well as the contributions of the Federal, State and Municipal government, consolidating the actions of the Educational Counselor as a promoter of interpersonal relations, demonstrating educational growth as the center of the discussion. The literature review is contextualized in theoretical benchmarks such as Rangel (1999), Grinspun (2006), Teixeira (2000), Mantoan (1997), Villon (1994), Lück (1996), Nóvoa, Ledesma (2008), Garcia (1997), Garcia (1999), Moore (1998) among others. The questionnaire technique was used in this research as a way to measure the variables involving the investigated object.
Empirical research based on this work presents results of an investigation conducted in six public schools maintained by the Government of the State of Ceará, located in the city of Sobral / CE. Aiming to contribute to the reflection on the role of the Educational Counselor from an inclusive perspective, passing by conceptual, political and cultural changes of each school now investigated. The professional job of the subjects that promote education is inserted in this context. Considering the inclusion of students in the macro social environment, guiding the practices of the Educational Counselor, identifying especially foundations as important articulators between theory and practice experienced in the school routine. The contribution of the Educational Guidance in structuring the Pedagogical Political Project focused on the specific needs of the school effectively refers to pedagogical, ethical and political issues. By the way, we highlight the importance of the 1988 Constitution and the Law of Guidelines and Bases of National Education No. 9394/1996, in the context of the actions proposed by the school as well as the contributions of the Federal, State and Municipal government, consolidating the actions of the Educational Counselor as a promoter of interpersonal relations, demonstrating educational growth as the center of the discussion. The literature review is contextualized in theoretical benchmarks such as Rangel (1999), Grinspun (2006), Teixeira (2000), Mantoan (1997), Villon (1994), Lück (1996), Nóvoa, Ledesma (2008), Garcia (1997), Garcia (1999), Moore (1998) among others. The questionnaire technique was used in this research as a way to measure the variables involving the investigated object.
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Orientação: Emmanuel Sabino ; co-orientação: Ana Benavente
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, ORIENTAÇÃO EDUCATIVA, ESCOLAS, ESTUDOS DE CASO, BRASIL, SOBRAL, EDUCATION, EDUCATIONAL GUIDANCE, SCHOOLS, CASE STUDIES, BRAZIL, SOBRAL