Escola flamínio: um estudo sobre a cultura escolar

Abstract

The present research focuses on the school culture of the Municipal School of Basic Education Estudante Flamínio Araújo de Castro Rangel. Given the complexity of school culture, the following question arises: How do the various aspects of school culture at Escola Flamínio shape the relationships among school team members in planning and executing collective actions? This question guides the investigation, aiming to uncover the nuances characterizing the institution's school culture and understand how these elements impact the educational experience of those involved. The general objective is to evaluate the influence of school culture on team relationships, especially in the process of collective decision-making. Specific objectives include: a) analyzing historically the characteristics of the school that contribute to the formation of its culture; b) investigating how school culture affects team members' relationships; c) reflecting on pedagogical proposals to understand how they impact the educational experience of those involved in the teaching and learning process. The school, a pioneer in São Bernardo do Campo/SP, was founded in the 1960s and has undergone significant transformations in both its staff profile and pedagogical practices. The study focuses on the period from 2009 to 2023 for document collection and historical analysis and the period from 2021 to 2023 for the discussion through dialogue circles to investigate the institution's characteristics. Meeting minutes, pedagogical project plans, and records from Collective Pedagogical Activity Hour (HTPC) meetings were analyzed, reflecting on their implications for school culture. The research employed the concept of "dialogue circles," based on a participatory methodology aimed at promoting dialogue and collaborative reflection among teachers, inspired by Paulo Freire's pedagogy and supported by Cecília Warschauer. The results revealed that the pandemic significantly influenced the school’s culture, causing instability and necessitating a restructuring of the daily routine that was in the process of consolidation. Although marked by collaborative values, the institution faces challenges in integrating the team into decision-making processes, exacerbated by external pressures that reduce democratic spaces necessary for reflections on the work to be developed. Despite these challenges, a gradual strengthening of the team’s resilience and ability to adapt to adversities was observed. Furthermore, the research highlighted that a strengthened collaborative culture contributes to a sense of belonging and improved interpersonal relationships. The theoretical foundation of the study includes Dominique Julia, who defines school culture as a set of norms, values, and practices; Henry Giroux, reflecting on the teacher's role as a transformative agent of society; Angel Pérez Gómez, discussing the pressures of neoliberal society within school life; and Jorge Ávila de Lima, emphasizing the importance of collaborative culture in developing pedagogical practices. The analysis concludes with an infographic outlining the main challenges and potentialities of the institution’s school culture.