As Ressignificações de cidadania nas escolas do município de Dourados (MS)

Abstract

This study developed from the Masters Program in Education in the area of Policy and Management Education, Faculty of Education, Federal University of Grande Dourados, aimed to analyze the reinterpretation that managers, teachers and students build on the category" citizenship" in the reality of high school in the development of educational work among public and private schools from Dourados ( MS ). The study was developedby means of qualitative research and Gramsci‟s contributions (1978, 1982) of clash of hegemonies, as a theoretical basis in reading the research object. The path of the object initially focused on the historical evolution of the category citizenship and its relationship with the formal education showing three axes as categories in the redefinition of the term and related actions: citizenship as economic value, while gnosiologic citizenship andas value ethicalpolitical. Based on official documents, we conclude that the citizenship‟s concept underlying the Brazilian educational norms are founded on economic and gnosiologic perspective. The field research was developed with a simple sample of four schools ( private and public ), in which directors, coordinators and teachers (one from each school) were interviewed and completed questionnaires to students in their final year of high school ( a class by school unit ). In the analysis of the data was noticeable predominance of citizenship as gnosiologic both noticeable predominance of citizenship as gnosiologic both noticeable predominance of citizenship as gnosiologic both in economic and reinterpretation of research subjects as the development of pedagogical work therefore consistent with the guidelines of the normative documents value. With this study, it was possible to infer that the training for citizenship in secondary schools of Dourados/MS as a process of emancipation of the subject in the ethical-political perspective is yet to be done in pronunciation and assumption concrete actions, which go beyond legitimizing perspectives the class structure.