O trabalho do pedagogo na escola: compromisso com a gestão democrática na rede municipal de ensino de Curitiba

Abstract

The purpose of the present dissertation is to investigate the work of the professional pedagogue at the schools in the municipal network of Curitiba. It tries to answer the following problem: What educational policies are necessary to overcome the pedagogical technicality in the public school and to advance towards the realization of critical and transformative praxis in the work of the pedagogue? The general objective of this research is to analyze the work of the pedagogue in the municipal network of education of Curitiba and the effectiveness of the praxis in the organization of work for the democratization/ humanization of education in public schools. It is a documentary and empirical research that performs the historical analysis of the regulations of the Pedagogy Course, mainly of the National Curricular Guidelines for the Course of Pedagogy, Complementary Law of the State of Paraná no. 103/2004, in the Contest Notices no. 37/2004, 10/2007, 17/2013, the current Law no. 14.544 of November 11, 2014; which establishes the Professional Career Plan of the Magisterium of Curitiba and the decree number 35 of the referred law that regulates the functions attributed to the Pedagogue. The analysis of these documents aims at understanding the implementation and implications of educational policies in the conception and effectiveness of the pedagogue‟s work. The empirical research is based on the production of knowledge about the work of the pedagogue, in theses and dissertations, at the national level, with emphasis on the study of the reality of the city of Curitiba. The field research involves the application of questionnaires and semi-structured interviews with 24 pedagogues from municipal schools in Curitiba, in order to investigate the relationship between policies for the education and work of the pedagogue and the effectiveness of this professional‟s commitment to democratic management. The method of analysis is the dialectic in the theoretical perspective of Historical Materialism, since it makes it possible to capture the movement of the real in its multiple determinations and to reveal the contradictions through the analysis of social practice, revealing the phenomena of education present in the context of public policies in course and in action in the schools of the municipality of Curitiba. The pedagogue‟s professional practice is defended based on the principles governing the national education and the democratic management, emphasizing the need for research, the critical training of pedagogues and the overcoming ideologies that provoke bureaucratization, fragmentation and disqualification of work in everyday school life. It is defended the guarantee of conquered professional rights and the creation of other policies that resignify to the pedagogues their performance in the school, interpreting the meaning of the interconnection between the policies and the pedagogical practices, leading to the articulation of the collective of the school, to fulfill the objectives and aims of public education within human formation. We hope to contribute to the debate in the field of training and work of the pedagogue to formulate and implement policies that guarantee the democratic exercise of their professionalism in the public school. As results of the research, the following stand out: in the relations between the work of the pedagogue in the schools and the policies of education management of the Municipal Network of Education, it is verified that bureaucratic factors, great demand of work and urgent pedagogical actions interfere in the planning by the pedagogues in schools. The pedagogues understand the importance of democratic management being built and incorporated collectively in labor relations. This context justifies the defense of the need for continuous training for the pedagogue to meet socio-educational demands in order to understand the history of pedagogical processes, the organization of pedagogical practices and improve the collective work of the school.