Funcionamento de projetos pedagógicos sob o olhar de agentes escolares da educação básica.

Abstract

The research presented in this dissertation had as its general objective to investigate the genre Pedagogical Project, aiming to understand its collective feature given by the participation of those subjects implicated in its elaboration and function. More specifically, this work objectified to describe the rhetorical organization of two papers of such genre, in order to identify marks of collective participation, as well as to investigate in the speech of teachers and educational managers their participation and the social roles they play on the process of elaboration and function of Pedagogical Projects. If we want to understand how the collectiveness interferes in the elaboration and function of a genre such as the pedagogical project, we need to think about it as a social action. In this perspective, amongst the various theoretical and methodological approaches for the textual genres that search for help in the Applied Linguistics, we chose to observe the relationship between society and language in the production of projects through a Socio-rhetorical perspective, which has as its representative names: Swales (1990), Bazerman (2006; 2007; 2011), and Miller (1994; 2012). Yet concerning our theoretical foundation, we present a bibliographical review about the many studies in Education and Pedagogical Projects, based on Libâneo, Oliveira and Toschi (2008); De Rossi (2000), and Veiga (1995, 2001, 2012).To suffice the propounded objectives, we analyzed pedagogical projects from a state public elementary school, and a municipal public elementary school, both located at Campina Grande – PB. Besides that, we submitted the teachers from those schools to an enquiry, so that we could recognize the ones who took part on the elaboration of the mentioned projects. Also, we made semi-structured interviews with the schools' teachers and educational managers, in order to comprehend the projects' function. By the structural description of the projects, we verified that they show an rhetorical organization which signalizes a collective act of production, as well as an innovational intention. On the other side, we perceived, by analyzing the interviews, that this collective work is characterized by individual attitudes or actions of small groups of people who intend to represent a collectiveness. Thus, as they do not contain the totality of voices that compose the institution, these projects do not imply innovation, but an attempt to follow the trends. Such phenomenon takes place due to a tension between what is prescribed in the legislation and the reality surrounding the schools.