Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-27T12:27:10Z No. of bitstreams: 1 Cassia Christina Baptista.pdf: 1445282 bytes, checksum: f1cb05834ef576eee3553af0906a7295 (MD5) / Made available in DSpace on 2018-09-27T12:27:10Z (GMT). No. of bitstreams: 1 Cassia Christina Baptista.pdf: 1445282 bytes, checksum: f1cb05834ef576eee3553af0906a7295 (MD5) Previous issue date: 2018-08-31 / There is, for all contexts, a climate that acts on relationships and organizational culture. It is not something that can be seen, but it can be perceived by the actors of a certain place. In this sense, the problem of this research referred to the school climate identified in the periods of time destined to after-school projects and Middle School. The initial assumption was that the climate has strong connection with the learning process of students and should be studied as a way to understand this connection, so that the school community can establish actions to harness the strength of the climate for questions of pedagogical work. The objective was to analyze the relationship of the school climate with the pedagogical work developed in a public school of the Municipality of São Paulo. The references that supported the research were Libâ neo (2015), Lück (2011), Nóvoa (1992), Thurler (2001) and Vinha, Morais and Moro (2017). The research, of qualitative approach, used document analysis, questionnairesand discussion groups as instruments of data collection. The subjects were teachers,management team and students of Middle School of a Municipal School of São Paulo. The method for data analysis followed the assumptions of Prose Analysis (ANDRÉ, 1983). The results obtained showed that the subjects express predominantly positive perceptions of school climate to the Educational Unit, especially in the moments of after-school projects,although the actors recognize that there is much to be done to transform the climate of all spaces. The study also evidenced the need of curricular innovations, methodological innovations and in the practices of school organization and management with regard to the advance of the pedagogical process. Furthermore demonstrated that the projects developed in the after-school are assertive movements for this perspective of intentional intervention of the school climate change and, consequently, of the pedagogical process, considering the fields of interpersonal relationship and school organizations. / Há, para todos os contextos, um clima que age nas relações e na cultura organizacional. Não é algo que possa ser visto, mas pode ser percebido pelos atores de um determinado local. Neste sentido, a problemática desta pesquisa referiu-se ao clima escolar identificado nos períodos de tempo destinados a projetos no contraturno e no Ensino Fundamental II. O pressuposto inicial era que o clima possui fortes imbricações com o processo de ensino aprendizagem dos alunos e deve ser estudado como forma de entender essa ligação para que a comunidade escolar possa estabelecer açàes no intuito de aproveitar a força do clima para questões do trabalho pedagógico. O objetivo aqui foi analisar a relação do clima escolar com o trabalho pedagógico desenvolvido em uma escola pública de Ensino Fundamental do Município de São Paulo. As referências que apoiaram a pesquisa foram Libâneo (2015), Lück (201 1), Nóvoa (1992), Thurler (2001) e Vinha, Morais e Moro (2017). A pesquisa, de abordagem qualitativa, utilizou como instrumentos de coleta de dados a análise documental, questionários e grupos de discussão. Os sujeitos foram professores, equipe gestora e alunos do Ensino Fundamental II de uma Escola Municipal de Ensino Fundamental de São Paulo. O método para a análise de dados seguiu os pressupostos da Análise de Prosa (ANDRÉ, 1983). Os resultados obtidos demonstraram que os sujeitos manifestam Unidade Educacional percepções de clima escolar predominantemente positivas, principalmente nos momentos de projetos do contraturno, ainda que os atores reconheçam que há muito a ser feito para transformar o clima de todos os espaços. O estudo também evidenciou a necessidade de inovações curriculares, etodológicas e nas práticas de organização e gestão da escola no que se refere ao avanço do processo pedagógico. Demonstrou, ainda, que os projetos desenvolvidos no contraturno são movimentos assertivos para a perspectiva de intervenção intencional da mudança do clima escolar e, consequentemente, do avanço do processo pedagógico, considerando os campos das relações interpessoais e das organizações escolares

While New Public Management practices (NPM) have been adopted in academia and higher education over the past two decades, this paper is investigating their role in a specifically socio-philosophical way: The preeminent question is what organization of science is likely to make science and research work well in the context of a complex society. The starting point is an obvious intuition: that academia would be “economized” by NPM (basically, that something is coming from the outside and is disturbing the inside). Habermas provides a sophisticated theorization for this intuition. In contrast, the thesis advanced here is that we should consider NPM potentially problematic—but not for descending from economics or administration outside academia. It is because NPM often cannot help research and science to function well. In this (rather “essayistic” than strictly deductive) consideration, I will therefore tentatively discuss an alternative approach that takes up critical intuitions while transposing them into a different setting. If we understand science and research as a form of life, a different picture emerges that can still bring immanent standards to bear, but at the same time compose them more broadly. This outlines a socio-philosophical critique of NPM. Accordingly, the decisive factor is not NPM's provenance. What is decisive is that it addresses some organizational problems while at the same time creating new ones. At the end, an outlook is sketched on how the specific situation of NPM allows some hypotheses on academy's [by “academy”, I am referring to the whole research community (like “academia”)] future organization. Ex negativo, it seems likely that qualitative evaluation criteria and creative freedom will have to play a greater role.