Percepções da comunidade Santa Mônica acerca da Proposta Educativa da Escola Social Marista

Abstract

This doctoral thesis is linked to the Postgraduate Program in Education of the State University of Ponta Grossa/PR in the Teaching and Learning Research Line and to the Study and Research Group on Didactics and Teacher Training – GEPEDIDO, and has as its object of study the Marist educational proposal. The general objective of the research is to analyze people's perceptions about the Marist educational proposal, in order to demonstrate whether the training that materializes in practices forms participatory citizens and agents of transformation. The specific objectives are: a) To identify in the documents of the Marist Institution the principles and concepts that underlie the educational proposal; b) To characterize how the Marist Educational proposal materializes in the practices of the Marist Santa Mônica Social School; and c) identify perceptions about the Marist educational proposal in the education of people from the Santa Mônica neighborhood community. The research participants are people living in the territory of the Marista Escola Social Santa Mônica and teachers. The nature of this research is qualitative and was developed based on the postulates of the communicative research methodology (Gómez et al., 2006) and the communicative guidance techniques were: questionnaires with people from the community; communicative interviews with teachers from the Marista Escola Social Santa Mônica; communicative discussion group with people from the community; and documentary analysis of Marist institutional documents, curricular matrices and the Marist educational project. The theoretical framework is based on Freire (2020a; 2020b; 2021a; 2021b) to discuss dialogical issues and on Habermas (2019a; 2019b) to deepen aspects about intersubjective relationships. Praxis, emancipation, communicative action and dialogicity are the fundamental concepts deepened. The research findings point to a tension between the Marist educational proposal expressed in its documents and the perceptions of the people in the community regarding the implementation of this proposal. The community recognizes the importance and validates the contribution of the Marist Santa Mônica Social School to the community throughout its years of existence. On the other hand, it points to aspects that can still be improved. The thesis is defended, despite the tensions, that an education based on dialogicity and intersubjective relationships impacts people's lives and brings about transformations.