Maria José Bestete de Miranda
Graduated in Pedagogy and Visual Arts. Pedagogue.
Servant at the State Department of Education of Espírito Santo (SEDU). PhD
student in Educational Sciences at the Inter-American Faculty of Social
Sciences (FICS). Email: mariajosebestete@yahoo.com.br
Ádria Gonçalves Rezende
Graduated in Pedagogy. Early Childhood Education
Teacher. Servant at the State Department of Education of Espírito Santo (SEDU).
Master's student in Educational Sciences at the Inter-American Faculty of
Social Sciences (FICS). Email: adria201133@hotmail.com.
Sérgio Rodrigues de Souza
Graduated in Pedagogy. PhD student in Educational
Sciences at the Inter-American Faculty of Social Sciences (FICS). Email:
srgrodriguesdesouza@gmail.com.
ABSTRACT
This article addresses the
theme surrounding the democratization of didactic-pedagogical practices and
school knowledge, in which the action and attitude of the manager are extremely
important for this purpose to be achieved. Its scientific relevance is presented
through the discussion of the thoughts of authors who reveal how everyday
school life is rich in elements that transform it into a field of symbolic
exchanges and the destruction of such a condition, in the name of harmony,
sociability and equality, make it a lifeless place and unable to generate any
type of expectation. Its social relevance is shown through the possibilities of
making people understand that human existence cannot determine intra-school
life, which is nothing more than a scope of what awaits the student, once
outside of it. This is a bibliographical research, based on the authors'
experience with school administration and the relationship of social psychology
applied to particular phenomena . Classroom and schoolyard situations are modulations
that cannot be taken as the final and determining point for life; it is a
scope, a sociological experiment, where everything must be taken as an
expression of the psychology of the object. Many projects can be carried out in
the school space, considering the interest in expanding the dynamism of
pedagogical relationships, without this destroying the conflicting existence of
relationships between humans. Much worse than trying to impose an agenda of
equality and harmony among students is the emasculation of the clashes that
must occur, so that the dispute leads to excellence and provides an increase in
intellectuality. Taking on, therefore, an emancipatory proposal of the
political-pedagogical project, which involves building a pedagogical practice
of inclusion, where different socially constructed knowledge and different
cultural forms are valued and problematized, requires, among other elements,
that educators and pedagogical team know the social reality in which they
operate, understand its determinants, know the history of historically silenced
cultures, their organizational spaces, their cultural and resistance practices,
as well as the educational process they build in their struggles.
Keywords: School management; Existential conflicts; School space; Object psychology.
Reviewed by Current Scientific Journal
on
dezembro 11, 2023
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