Autonomia, heteronomia e uma ponte para a autoria: o caso da EMEF Professor Sergio Lopes

Abstract

This doctoral thesis is part of the research line Teaching, Knowledge and Professional Development, of the Post-Graduate Program in Education at the Federal University of Santa Maria/RS. The objective of this work was to identify signs of belonging and recognition from the teaching group of a Municipal School Professor Sérgio Lopes, through the Social Imaginary, from the concepts of the work of Cornelius Castoriadis, from the understanding of difference as training and exercise of their teaching. Methodologically, this research sought support in the cartographic method (PASSOS; KASTRUP; ESCÓSSIA, 2009), as a generator of relational possibilities for a better understanding of the school space and the transformations that it develops together with the vila Renascença community, and the social actors that present themselves there. Open interviews were carried out about the experience of action of the actors in the School, and how they understand that this is seen by the communities, as well as the way in which it is inserted in their lives, also based on the Pedagogical Political Project, document which was recreated for this research. For the production of data, the brother of the patron of the School, Prof. Sérgio Lopes, who also represented his mother; and, in a second moment, the School managers and five collaborators, in a total of eight interviewees. The interviews were opened, following the cartographic method, with opening for the textures to be carried out by the interviewees. To instrumentalize the investigation, the Pedagogical Political Project was used as a didactic device, based on the device design by Souto (2019) and Oliveira (2013). Throughout its development, in addition to Freire and Josso, the investigation relied on theoretical-conceptual contributions from authors such as Castoriadis, Morin, and Nóvoa. It is concluded, with a spinosean look, at education and the affection that can be developed in educational relationships as where it meets the needs of the community where it is located. Through the redesign of the School's Pedagogical Political Project and after conducting semi-structured interviews, it was possible to identify that there is an active search by managers for a teaching profile that represents the values that the school proposes, making it differentiated, in the sense of inclusive and innovative. As a result, the importance of building emancipatory dialogical relationships within the school space is pointed out, so that co-authorship processes that emerge from the teachers themselves are identified, as those who authorize themselves to assume this new social role – that of author – become autonomous.