Medições pedagógicas à cidadania: o caso de uma Escola Estadual de Ensino Médio no Município de Pelotas/RS

Abstract

In the current context of Brazilian society, some issues such as citizenship, participation and education are given priority in the debates. In this sense, this thesis is a study about the pedagogical mediations to citizenship in the context of a state public school in the city of Pelotas - RS and whose research problem is “What is the dynamic (movements) of pedagogical mediations to citizenship in a school of high school of the state school system of the city of Pelotas-RS? ”. The central objective is to understand the dynamics (movements) of these pedagogical mediations. Thus, I signal the need for the construction of pedagogical mediations that are anchored in participation as the basis of its premises so that the school can be constituted as a space for social transformation. As a methodological path I seek both the use of qualitative and quantitative aspects that can contribute to the progress of the research. Thus, this research is the realization of a case study articulated with the methodology of participant research and content analysis. Data production was possible through semi-structured interviews, open questionnaires, dialogical meetings (recorded in a field diary), as well as observations. The thesis is divided into four chapters: Chapter 1 presents the delimitation of the research, the problematization, the general objective and the specific objectives, the methodological path, the literature review consisting of a set of researches analyzed in order to point out some characteristics of the research. field, and the characterization of the school space in the research. Chapter 2 discusses some conceptions about the concept of pedagogical mediation as a way of situating the developed study; proposes to think about the configurations that this category assumes, considering the possibilities of recontextualization of the concept, as well as presents and characterizes the mapping of pedagogical mediations to citizenship identified in the research locus. Chapter 3 provides theoretical descriptions of the various dimensions of citizenship from a dialogical perspective, as well as a brief contextualization of the transformations in public education in Brazil and Rio Grande do Sul. Chapter 4 returns to the methodological path, characterizes the profile of the research subjects and their conceptions of citizenship, participation and pedagogical mediation and finally presents the analysis of how the research subjects participated, understood and built the pedagogical mediations, as well as the participatory processes experienced, signaling the possibilities, tensions and problematizations that emerged from the development of these mediations. The study concludes that the four educational and pedagogical mediations to citizenship mapped and identified in the school studied between the years 2016 - 2018 provided processes of participation and the production of empowerment in the subjects in search of a dialogical citizenship.