Escolas em transição : comunidades de aprendizagem no DF : concepções e práticas inovadoras?

Resumo Ingles

Before the numerous alternatives for school organization proposed in the history of Brazilian education, this research developed in the Line: Teaching Profession, Curriculum and Evaluation, of the Post- Graduation Program of UnB Faculty of Education, integrates the set of researches of the Study Group and Research in Teaching, Didactics and Pedagogical Work - (PRODOCÊNCIA), that privileges a project in implementation in two public schools in Federal District, identified as Escola Asas (Asas School) and Escola Eixos (Eixos School). This project called the Learning Community has got as references the Escola da Ponte de Portugal (Portugal Bridge School) and the Projeto Âncora do Brasil (Brazilian Anchor Project), that are internationally recognized as innovators in schooling turned to autonomy development and protagonism of students. Thereby, from the central question: What is the sense of innovation that guides the Learning Community project being implemented in two public schools in the Federal District? The general objective is: Analyze the sense of innovation that guides the Learning Community project that is being implemented in two public schools in the Federal District, which has been unfolded in the following specific objectives: to comprehend the theoreti cal and methodological presupposed of the Learning Communities project; discuss the senses and meanings composed by teachers, managers and students concerning the Learning Communities; discuss the pedagogical organization work in Learning Communities; problematize the relationship between the theoretical and methodological presupposed of the Department of Education of the DF Motion Curriculum and the Learning Communities in implementation in these two schools. The qualitative approach research is based on Duarte's dialectical historical materialism presupposed (2012) and is characterized as a study case for being considered a phenomena part of Yin’s reality context (2001). The data construction has sought to articulate the researcher, the subjects and the research object in a dialogue that would evidence the history and real dynamics with their contradictions. To bringing the information was used: educational legislation documentary analysis, the political-pedagogical projects of the two schools and documents from the public school system in the Federal District; bibliographic review for composition of theoretical framework and articulation with analyzes;103 hours of observation with daily school routines involving the classroom and other school activities; questionnairy to characterize the participants; semi-structured interviews with the managers, coordinators and teachers of the two schools, totaling 9 people; and, a focal group with 14 students, six from Escola Eixos and eight from Escola Asas. The organization of the interviews informations and the focal group was made by the Aguiar meaning centers; Ozella (2013). From the centers emerged the analysis categories: a) innovator education; b) political and pedagogical dimensions for a new school project; c) challenges of pedagogical work; d) collaborative pedagogical project. The theoretical references are supported by authors such as: Algarte (1994), Araújo (2015), Dallabrida (2018), Di Giorgi (1992), Freitas (2014) and Saviani (1994; 1995; 2012). From the analysis of the school’s pedagogical projects, we identified the theoretical bricolage based on New School Pedagogy and the Critical Pedagogy. The analysis of the subjects' narratives evidenced multiple comprehensions about what characterizes an innovative pedagogical project, since its etymology to the innumerable meanings built on experiences and also by the continuous studies in education for the project adhesion. The innovation perspective assumes a multifaceted dimension with the theoretical and methodological aspects that alternate around critical and liberal pedagogical concepts. The pedagogical concepts and practices assumed by the Asas e Eixos Schools professionals show a transition process permeated by difficulties and limits for the consolidation of concepts and practices of Learning Community, besides important divergences concerning the DF Movion Curriculum based on historical-critical pedagogy. Nevertheless, some pedagogical practices reaffirm and strengthen the commitment to a critical and emancip atory education, especially regarding the character of a participatory democratic school.