Educação Soka: proposições e práticas pedagógicas do Colégio Soka do Brasil

Abstract

This research was developed in the postgraduate program at Universidade Tuiuti do Paraná (UTP), in the line of research in Education, Pedagogical Practices Articulating Elements (PPEA). The object of study of the research is the pedagogical practices developed at Colégio Soka do Brasil and the general objective is to understand how pedagogical practices are constituted and on what values they are based. With the theme: Soka Education: propositions and pedagogical practices of Colégio Soka do Brasil, we intend to answer the question: On what values are the pedagogical practices of Colégio Soka do Brasil based? The following specific objectives were therefore chosen: a) Contextualize Colégio Soka do Brasil and its educational project anchored in Soka Education; b) Identify the determinants of these pedagogical practices; c) Describe the pedagogical practices of the researched teachers based on the values of Soka Education. Makiguchi (1995), Ikeda (2017), Sakajiri (2014) and Voss (2013) were used as theoretical references. And regarding pedagogical practices, it was supported by Souza (2006, 2016). The research has a qualitative approach with an exploratory nature procedure that included fieldwork carried out at Colégio Soka do Brasil in the city of São Paulo/SP. The production of data in the field consisted of the Political Pedagogical Project (PPP), a questionnaire with closed and open questions to characterize the profile of the participants, followed by a semi-structured interview, which was recorded and later transcribed with the participants' authorization. of the research after signing the Informed Consent Form. The research participants were education teachers who work in high school, working at Colégio Soka do Brasil. The process of organizing and ordering the data produced in the field uses Severino's (1996) guideline as an analysis technique - interpretative documentary analysis. With this research, it was possible to identify some characteristics of their pedagogical practice, such as: giving the student a leading role in activities, dialoguing with the student in a language that values them, seeing their potential, carrying out presentations and workshops with themes chosen by the students, and it was also possible characterize the values of Soka Education as the horizontal relationship between teacher and student. In this way, this research also seeks to contribute to some extent with Brazilian public or private schools, giving visibility to the pedagogical practices used in this Colégio Soka do Brasil in favor of humanistic training, where one has a look not only at the training of students, but at the training people, human beings who have the potential to further improve the world we live in, starting with our school, our neighborhood, our community, our city and our country.