Cooperação, grupos identitários e participação democrática no Ensino Médio

O Que Pensam Os Professores

Bibliographic Data

ID4879405
AuthorsLuiz Câmara (0000-0003-3744-4492, Universidade Federal do Rio de Janeiro), Marco Andrade (0000-0002-5222-3981, Pontifícia Universidade Católica do Rio de Janeiro), Marcelo Andrade
Year2019
Volume14
Issue3
Pages938-954
Publication date2019-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.14n3.007
OpenAlexW2962354824
LanguagePT
References cited3

This paper brings the research results that analyzed how high school teachers comprehend the relations between their students and their articulations with ethical and moral formation and with the identity differences, enhancing both the autonomy building and the democratic resistance experiences in the school. As the theoretical reference, the contributions of Alasdair MacIntyre, Adela Cortina and Angel Pérez Gómez are referred. As the methodological procedures, field observations and semi-structured interviews were used. It was concluded that cooperation and groups presence are the main characteristics of such relations, lived as personal autonomy and democratic resistance experiences in the school. This research has also revealed that, even enhancing such characteristics, the interviewed teachers present low-elaborated theoretical reflections about youth identities construction. As a consequence, low investments are promoted for pedagogical actions that enhance youth autonomy and democratic resistance in the school. Keywords: Democratic participation in school. Cooperation. Identity groups

Autonomy · Democracy · Pedagogy · Political science · Politics · Sociology · Diverse Education Studies and Reforms · Education Pedagogy and Practices · Law · Philosophy · Psychology · Social Media and Politics

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