Navegando por Autor "ANDRADE, Daniela Barros da Silva Freire"

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    Narrativas docentes sobre a dinâmica de (re)produção das queixas escolares
    (2023) SANTOS, Ruzia Chaouchar dos; ANDRADE, Daniela Barros da Silva Freire; ANTUNES, Mitsuko Aparecida Makino
    Este trabalho procura discutir narrativas de professoras sobre as relações interpessoais que engendram o processo de (re)produção das queixas escolares. Para tanto, sustentou-se nos pressupostos da psicologia histórico-cultural fundamentada no materialismo histórico-dialético. Os caminhos trilhados seguem os do estudo do tipo etnográfico, com a observação participante articulada à promoção de entrevista. Os resultados indicam elementos que tendem a reproduzir as visões simplificadoras e unilaterais que incidem no processo de naturalização e individualização das dificuldades escolares. Percebeu-se a coexistência da necessidade de considerar as mediações e as contradições envolvidas nas inter-relações forjadas entre escola, estudante e família, em condições histórico-sociais concretas.
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    Se a escola pudesse ser outra coisa, que coisa ela seria?
    (2008) ANDRADE, Daniela Barros da Silva Freire
    The present work focuses on the established articulation between the Social Representations (MOSCOVICI, 2003; JODELET, 1995) and the epistemological status of the metaphor (LAKOFF; JONHSON, 2002) pointing out that it functions as an organizing model of the discourse, coordinating lines of argumentation which determine the predicates and the constitution of categories (MAZOTTI, 1995). It is a fact that the metaphors act in the process of anchorage and objectification influencing the constitution of the categories which will compose the social representations, mostly its figurative nucleus. In this study, the metaphors were taken as support for the methodological proceedings of a research which broached the social representations of the school space (GAUTHIER, 2004; MAZOTTI, 1995). Students (n=44), from a public school in the City of Cuiabá, were encouraged to answer the question denominated "Metaphor Induction" so presented: If School could be something else, what thing would it be? The information collected was analyzed in agreement with the technique of content analysis (BARDIN, 1995). Afterwards the information and data collected in the sessions of observation and interviews were interconnected. The analysis contrasted that for students, the school expressed by means of the metaphor is associated with playfulness, mostly objectivized from the image of a park. For the students, it's still added the home and family dimension strongly connected with the sense of sheltering and protection. Some paradoxes were found, among them: the denial of playfulness with the real interdiction of the playground and the denial of the feeling of protection as the family feeling present in the relationship of confrontation between students and teachers; teachers and employees.