Processos dialógicos inovadores e democráticos: a experiência da EMEF Campos Salles frente aos desafios da educação contemporânea

Abstract

Many schools have been looking for ways to overcome the contemporary challenges of nowadays, but educational practices based on a traditional view have been ineffective in overcoming these challenges. Thus, this dissertation analyzed a school that reinvented its way of being, thinking and doing a formal education in the face of contemporary challenges, through the process of transformation that it has passed since its emergence. This school searches for other ways to construct the interdependent processes of teaching and learning for the development of its students, differing from the traditional model based on a bank vision, as it is an emancipatory, democratic and libertarian vision. Consequently, this school had to look for other methodological processes that substantiate its pedagogical practice, where dialogical and democratic relations can actualize in the daily lives of its subjects. From this perspective, the objective of this study is to understand the historical, theoretical and philosophical origin, as well as the principles of innovative and democratic dialogical processes emerging from schools that have reinvented themselves in the face of the challenges of contemporary education. As a theoretical contribution of this research, we rely on Paulo Freire as a theoretical framework to support the humanizing and dialogical educational practice, as well as the relations between teacher and student brought by the author as criticism of the traditional school education because it produces and perpetuates social exclusion. We assume the conception of emancipation, which highlights the student as protagonist of his learning process. The methodology used was the case study according to the Qualitative Epistemology. An empirical research was carried out at EMEF Campos Salles in Heliópolis, metropolitan region of São Paulo, using the following tools to produce information: conversational systems, conversation wheels, interviews, sentence completion, observation, document analysis and field diary. The information analysis were organized in three cores of meaning that were constituted from the indicators. We realize from this research that many innovative and democratic use practices began in the nineteenth century. The basis of support of a democratic school are the dialogical processes and the student is considered protagonist of its learning process. Also that community participation is crucial for the achievement of a new way of being, thinking and doing the educational process of its subjects.