História de uma instituição pública de ensino secundário: implicações da democratização do ensino na cultura escolar
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Data
2006-12-11
Autores
Perez, Maria Isabel [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Partindo da análise da expansão do ensino secundário na cidade de Araraquara e no interior de uma unidade escolar, este trabalho objetiva verificar em que medida o processo de democratização do ensino modificou e transformou a cultura escolar da instituição educativa, influenciou as práticas instituídas e consolidadas ao longo do tempo e interferiu no funcionamento interno da unidade escolar. A análise dos documentos possibilitou-nos concluir que houve uma ampliação radical das oportunidades educacionais, principalmente a partir do ano de 1968, quando medidas importantes foram implementadas pela política educacional do Estado. Essa ampliação, porém, firmou-se apenas na garantia de acesso e na expansão da matrícula, uma vez que a permanência de práticas historicamente cristalizadas no seio da escola secundária criou obstáculos à democratização do ensino, impedindo que parte considerável dos alunos completasse o processo de escolarização. A entrada maciça de alunos e professores no ensino público ginasial secundário desestruturou, de maneira significativa, toda uma cultura escolar que há décadas servia a interesses completamente distintos dos que agora eram atribuídos a esse ramo de ensino. O relativo fracasso das propostas democratizadoras deveu-se, em parte, ao fato de os reformadores não terem considerado, no momento de implantar medidas educacionais de tão grande impacto, o peso das tradições e a bagagem histórica das instituições educativas secundárias.
Starting for the analysis of the expansion of the secondary education in a school unit of Araraquara, this work intends to verify as the process of democratization of education modified and transformed the culture school of the educative institution, influenced the practice instituted and consolidated throughout the time and intervened with the internal functioning of the school unit. The analysis of documents became possible to conclude that it had a radical magnifying of the educational opportunities, mainly from the year of 1968, when important measured were implemented by the educational politics of the State. This magnifying, however, was firmed only in the access guarantee and in the expansion of the school registration, since the permanence of practices crystallized by history in the center of the secondary school created obstacles to the democratization of education, hindering that a considerable number of pupils completed its educational process. The massive entrance of pupils and teachers in secondary public education shook, in significant way, all a school culture that served, per decades, to the completely distinct interests of those now attributed to this part of the education. The relative failure of the democratic proposals happened, in part, because the reformers did not consider, when implementing educational measures of so great impact, the weight of the traditions and the historical luggage of the secondary educative institutions.
Starting for the analysis of the expansion of the secondary education in a school unit of Araraquara, this work intends to verify as the process of democratization of education modified and transformed the culture school of the educative institution, influenced the practice instituted and consolidated throughout the time and intervened with the internal functioning of the school unit. The analysis of documents became possible to conclude that it had a radical magnifying of the educational opportunities, mainly from the year of 1968, when important measured were implemented by the educational politics of the State. This magnifying, however, was firmed only in the access guarantee and in the expansion of the school registration, since the permanence of practices crystallized by history in the center of the secondary school created obstacles to the democratization of education, hindering that a considerable number of pupils completed its educational process. The massive entrance of pupils and teachers in secondary public education shook, in significant way, all a school culture that served, per decades, to the completely distinct interests of those now attributed to this part of the education. The relative failure of the democratic proposals happened, in part, because the reformers did not consider, when implementing educational measures of so great impact, the weight of the traditions and the historical luggage of the secondary educative institutions.
Descrição
Palavras-chave
Democratização do ensino, Ensino secundário, Democratization of education
Como citar
PEREZ, Maria Isabel. História de uma instituição pública de ensino secundário: implicações da democratização do ensino na cultura escolar. 2006. 128 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras, 2006.