A dialogicidade no cotidiano da Escola Estadual de Ensino Médio João Simões Lopes Neto

Abstract

This Master thesis has the purpose of verifying dialogue occurrence in routine of Escola Estadual de Ensino Médio João Simões Lopes Neto, in Turuçu/RS/Brazil an urban school (in its appearance), with rural school characteristics (in essence). It is also intended to arise questioning about elements that interfere in dialogue from Paulo Freire’s theoretical perspective. The background or the context of the investigation has the preceeding events in the teacher’s experience as an educator in this school space, having the objective of evidencing the importance of dialogue close to the school community which constitutes Escola João Simões Lopes Neto. The research shows the limits and conditioning situations that are present in nowadays of school community, as well as announces the potentialities present in established relations that intend to promote the quality of public rural school. The deepening study of the investigation is based in a bibliographical survey about historical process of the category dialogue, of investigation historical antecedents, supported in a methodological work that makes relations with the inputs raised by the research, and happenings that mark school community history. For the investigation accomplishment, our bibliographical analysis has the theoretical support in Paulo Freire’s texts. Others, with the target of deepening analysis, were used and compose substantial bibliography. As a methodological way, we tried do analyze dialogue comprehension in school by the community. For that purpose, intervews were done and also observation was accomplished. The fieldwork notebook was used in order to grounding our analysis. The research is a Research-Action-Participant, enrolls to the tradition of Study Case with the proposal of a Qualitative Research and is organized into three chapters, so disposed: Researcher’s Trajectory and historical antecedents of the investigation; Methodology and research interlacing and dialogue in school space and its implications in pedagogical doing. Among the findings, it is possible to highlight that pedagogical practice in schools presents itself as an exercise which needs a construction that enables dialogue among different segments of school community, because it is of a relevant importance that school discusses the community’s problems in a large way and makes possible the reflection about the community’s role in improvement processes in quality of life in rural space. The analysis movement and the findings of this research grounds the conclusion that the dialogue in Escola Estadual de Ensino Médio João Simões Lopes Neto represents a complex task, besides efforts of school management. In the historical moment in which we are inserted, problems emerge and absorb the school as a burocratic space and do not allow reflection and dialogue.