Do direito à educação ao direito à aprendizagem : um estudo sobre culturas de intervenção pedagógica (Caxias do Sul - 1988-2013)

Abstract

This dissertation has the objective to consider what are the concepts of right to education and right to learn that guide the narrative and the practices of the teachers in the educational system of Caxias do Sul. It aims to identify how they relate to what is envisaged in the Brazilian Constitution and in the educational policies enacted since 1988, as well to identify the kind of pedagogical intervention that are been experienced for its effectiveness. The research is justified by the growing proliferation of educational policies aimed at offering legal guarantee to the universal right to education and the incipient or invisible practical considerations on the recognition of this right in the school setting. The theoretical framework that supports the analysis and interpretation of the empirical data is grounded in theoretical and methodological contributions of authors affiliated with the History of Education and the Educational Policy in dialogue with the production of knowledge pertaining to the Philosophy of Education. Among these, helping the theoretical reflection of the concepts directly involved in the research, we point out Bobbio (1992), Reale (2002), Honneth (2003), Julia (2001), Viñao-Frago (1995), Benito (2008), Certeau (1985 e 1994), Chartier (1991), Vidal (2003, 2005 e 2010), Freire (2013) e Vigotskii (2001); on the understanding of the research context Paiva (1973), Germano (1979), Cardoso (2008), Casimiro (2011), Cury (2011), Horta (2011), Machado (2011) e Sanfelice (2011); and for guidance on methodological procedures Faria Filho (1998), Bacellar (2005), Botía (2002), Galvão (2005), Gomes e Barbosa (1999), Neto (2002), Gomes (2005) e Moraes (2007). Due to the fact that it is a qualitative approach, the research method that this dissertation welcomes adds common procedures of research in History of Education, like written narratives, coming from self applied semi-structured instruments and oral narratives, taken by the Focal Group; both ameliorated by documental and discursive textual analysis. The construction of the empirical corpus of the present research was possible by the support of the teachers of the last years of the elementary schools in Caxias do Sul. The study's findings show that even with lots of things to be done, teachers gradually advance in recognizing the right to learn subscribed on the right to education and are adopting practices that converge for a greater horizontality and social esteem. In addition, the twists of educational policies with the pedagogical ideas and teaching narratives confirm the existence of pedagogical intervention cultures, with the intention to intervene and facilitate the learning processes that take place in the formal education spaces and lengthen it temporally in favor of learning. The empirical material in dialogue with the theoretical framework of the study enabled us to identify the following categories of educational intervention: a) reproduction; b) recommendation; c) discipline; d) granting/transferring; e) emancipation.