Solidariedade no cotidiano escolar: percepções de professoras e gestoras no contexto da educação formal no município de São Lourenço da Mata/PE

Abstract

The school, as an environment of constant interactions, is not aware of the values fostered in a capitalist society, which gathers as characteristics, the fragmentation of human relations, the increase of competition and individualism. So, is solidarity a human value experienced and perceived in school? How is this value conceived by managers and teachers in the context of formal education? Therefore, this paper sought to analyze the perceptions of teachers and managers about solidarity in the school environment, being conducted in a public educational institution in the city of São Lourenço da Mata-PE. This study is inspired by the categories of solidarity developed by Mori (2013), and also by authors who problematize the theme in the light of sociology, Durkheim (1999), Demo (2002) and solidarity while knowing, Santos (2011). To this end, consultations were conducted with official documents governing Brazilian education and interviews with teachers and managers, in order to understand their conceptions, as well as the processes that favor or not the educational practices, the limits and the possibilities for development of solidarity in the school environment. In summary, the results show that solidarity is included in all documents investigated. Regarding the conceptions of the term there is no consensus, which hangs in the imagination of teachers and managers is a meaning associated with actions of benevolence. Thus, the present study showed that the inconstancy of collective planning meetings, the fragility of working conditions and the lack of stimuli for teaching work, imply the distance between the institution's aspirations and its execution, thus being a practice. for solidarity situated only in the field of desire.