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O projeto escola-comunidade educativa e os espaços cooptados: os significados da participação social no governo da escola
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Com o projeto intitulado O projeto escola-comunidade educativa e os espaços cooptados. Os significados da participação social no governo da escola, pretendeu-se interpretar indicadores sobre a mudança que sustenta o estabelecimento de novas relações comunitárias e a dialética entre a descontextualização e recontextualização das práticas sociais. Depreende-se que a cooptação é vislumbrada como uma estratégia capaz de criar vários pontos de ancoragem formativa dos alunos, permitindo a sua socialização para a interiorização dos significados da participação no self-empowerment e empowerment. O foco da mobilização é percebido como o reconhecimento de que sem a criação de vários suportes entre os agentes/atores do (des)envolvimento local estará em causa o funcionamento da comunidade. A participação partilhada em projetos comuns constitui um veículo para ampliar a formação para a cidadania, invertendo a exclusão e a sedimentação de apartheids. A participação social da comunidade e das suas entidades no governo das escolas permite valorizá-las, destacando-a como espaço onde são realizadas aprendizagens significativas, no domínio do saber-ser, saber-estar e saber-fazer. Se é na sociedade que estas aprendizagens se vão refletir, assume-se como fundamental que no espaço da Escola sejam ensaiadas num contacto direto com aquele. Sem estes ensaios as aprendizagens serão claramente artificiais.
The project entitled The educational school-community project and the co-opted spaces. The meanings of social participation in school government, was meant to interpret indicators of change that support the establishment of new community relations and dialectic between decontextualization and recontextualisation of social practices. Cooptation is envisioned as a strategy to create multiple points of anchorage in training students, allowing their socialization towards the internalization of the meanings of participation in self-empowerment and empowerment. The focus of the mobilization is perceived as the recognition that without the creation of various supports between agents / actors (in) local involvement the functioning of the community is at stake. The shared participation in common projects is a vehicle to expand training for citizenship, reversing the exclusion and the sedimentation of apartheids. The social participation of the community and its entities in schools allows their appreciation, highlighting it as an area where significant learning is performed in the fields of knowing-how to be, knowing-how to behave and knowing-how to do. If it is in society that these learnings will reflect, it is assumed as essential that in the school space such contacts are experienced. Without these tests learning will be clearly artificial.
The project entitled The educational school-community project and the co-opted spaces. The meanings of social participation in school government, was meant to interpret indicators of change that support the establishment of new community relations and dialectic between decontextualization and recontextualisation of social practices. Cooptation is envisioned as a strategy to create multiple points of anchorage in training students, allowing their socialization towards the internalization of the meanings of participation in self-empowerment and empowerment. The focus of the mobilization is perceived as the recognition that without the creation of various supports between agents / actors (in) local involvement the functioning of the community is at stake. The shared participation in common projects is a vehicle to expand training for citizenship, reversing the exclusion and the sedimentation of apartheids. The social participation of the community and its entities in schools allows their appreciation, highlighting it as an area where significant learning is performed in the fields of knowing-how to be, knowing-how to behave and knowing-how to do. If it is in society that these learnings will reflect, it is assumed as essential that in the school space such contacts are experienced. Without these tests learning will be clearly artificial.
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Escola Espaços cooptados Comunidade educativa Identidade Participação social Administração educacional Management educativo Instância hetero-organizada Instância auto-organizada Autonomia relativa School Coopted spaces Educational community Identity Social participation Educational administration Educational management Hetero-organized instance Self-organized instance Relative autonomy