The Discrepancy Between Educational Management in São Paulo and Paulo Freire’s Studies

Silva, Hilda Maria Gonçalves; Dib, Aline Michelle

doi:10.1590/2175-6236121953vs02

Hilda Maria Gonçalves Silva E-mail: hilda_gs@yahoo.com.br

Universidade Estadual Paulista (UNESP), São Paulo/SP – Brazil

Hilda Maria Gonçalves Silva is an Associate Professor in Education, affiliated with the Graduate Programs in School Education at São Paulo State University (UNESP), Araraquara campus, and in Planning and Analysis of Public Policies, Franca campus. She is a faculty member of the Department of Education, Social Sciences, and Public Policies at the College of Humanities and Social Sciences, UNESP/Franca.

http://orcid.org/0000-0003-2877-0536

Aline Michelle Dib E-mail: aline.dib@usp.br

Universidade de São Paulo (USP), São Paulo/SP – Brazil

Aline Michelle Dib is a doctoral candidate funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) at the Faculty of Education, University of São Paulo (USP). She holds a master’s degree in Planning and Analysis of Public Policies from São Paulo State University (UNESP), Franca campus. Additionally, she is specialized in School Management from the “Luiz de Queiroz” College of Agriculture, University of São Paulo, Piracicaba campus.

http://orcid.org/0000-0003-3461-8725

Hilda Maria Gonçalves Silva is an Associate Professor in Education, affiliated with the Graduate Programs in School Education at São Paulo State University (UNESP), Araraquara campus, and in Planning and Analysis of Public Policies, Franca campus. She is a faculty member of the Department of Education, Social Sciences, and Public Policies at the College of Humanities and Social Sciences, UNESP/Franca.

E-mail: hilda_gs@yahoo.com.br

Aline Michelle Dib is a doctoral candidate funded by the Coordination for the Improvement of Higher Education Personnel (CAPES) at the Faculty of Education, University of São Paulo (USP). She holds a master’s degree in Planning and Analysis of Public Policies from São Paulo State University (UNESP), Franca campus. Additionally, she is specialized in School Management from the “Luiz de Queiroz” College of Agriculture, University of São Paulo, Piracicaba campus.

E-mail: aline.dib@usp.br

Editor in charge: Carla Karnoppi Vasques

Word		Count	Similar Words Considered
1	different	881	different, differences
2	practices	496	practice, practices
3	life	477	life
4	identify	448	identify
5	reading	448	reading, readings
6	processes	372	process, processes
7	knowledge	344	knowledge, knowledges
8	writing	324	writing, writings
9	world	316	world
10	analyze	308	analyze
11	education	298	education
12	teaching	283	teaching
13	cultures	235	culture, cultures
14	development	230	development, developments
15	times	230	time, times
16	elements	213	element, elements
17	skills	210	skill, skills
18	recognize	206	recognizes, recognize
19	social	206	social
20	analysis	204	analysis, analyses
21	work	201	work, works
22	action	200	action
23	relations	197	relations
24	place	192	place, places
25	construction	191	construction
26	linguistic	184	linguistic, linguistics
27	problems	183	problem, problems
28	situations	183	situations
29	understanding	180	understanding
30	measures	179	measure, measures

Categories	Keywords	Exemplary Extracts
1. Competence/Methodological Rigor	1.1 Identify; reading; processes; writing; elements; skills; analysis; construction; linguistic; measures.	1.2.1 Use, propose, and/or implement solutions (processes and products) involving different technologies to identify, analyze, model, and solve complex problems in various areas of everyday life, effectively exploring logical reasoning, computational thinking, investigative spirit, and creativity (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 41, emphasis added). 1.2.2 Utilize various software tools and applications to help understand and produce content across various media, simulate phenomena and processes from different knowledge areas (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 41, emphasis added). 1.2.3 Record observations, manipulations, and measurements using multiple languages (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 75, emphasis added). 1.2.4 It is expected that these indications can guide schools to strengthen actions that ensure students’ transposition of knowledge, skills, attitudes, and values (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 45, emphasis added).
2. Engagement	2.1 Relations; understanding; development; cultures; situations; problems; recognize.	2.2.1 In this way, it affirms the commitment to students’ development in their intellectual, physical, socioemotional, and cultural dimensions, listing the essential competences and skills for their participation in contemporary society and its complex, multifaceted, and uncertain scenarios (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 28, emphasis added). 2.2.2 Theater contributes to contextualizing knowledge and artistic practices. They allow understanding the relationships between subjects’ times and social contexts in their interaction with art and culture (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 213, emphasis added). 2.2.3 Childhood refers not only to chronological time, a stage of development, but also to a social and symbolic place constructed in different cultures. Therefore, it is necessary to talk about childhood in the plural, respecting the diversity of local cultures (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 51, emphasis added). 2.2.4 Its study should enable students to understand the world they live in and develop the ability to describe, represent, locate themselves; study their position and movements; identify shapes and relationships between elements of flat and spatial figures, thus developing geometric thinking (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 321, emphasis added).
3. Defense of Autonomy	3.1 Life; different; world; performance; practices; knowledge; work; times.	3.2.1 Living, learning, and relating in this new context require greater autonomy and mobilization of individuals’ competences to access, select, and construct viewpoints in the face of a substantial volume of information and knowledge available, to seek creative solutions, and make choices consistent with their life projects and the impact of these choices (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 29, emphasis added). 3.2.2 This phase of life cannot be seen as static but as a process that produces constitutive marks of subjectivity, establishing ways of being, existing, and acting in the world (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 52, emphasis added). 3.2.3 To fully perform the role of an Early Childhood Education teacher, it is essential to learn to interpret ongoing processes and understand children’s perceptions, ideas, and thoughts about the actions of adults and their peers (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 57, emphasis added). 3.2.4 In times of rapid and significant changes, the school has strengthened as a privileged space for the experience of self-awareness, identity construction, and life projects; for authorship, critique, and creativity in knowledge production; and for participatory, collaborative, and co-responsible practices within the local and planetary context (São Paulo, 2019SÃO PAULO (Estado). Currículo Paulista. São Paulo: Secretaria de Estado da Educação, 2019. Disponível em: v http://www.escoladeformacao.sp.gov.br/portais/Portals/84/docs/pdf/curriculo_paulista_26_07_2019.pdf. Acesso em: 1 jun. 2021. http://www.escoladeformacao.sp.gov.br/po... , p. 31, emphasis added).

[1] Hilda Maria Gonçalves Silva is an Associate Professor in Education, affiliated with the Graduate Programs in School Education at São Paulo State University (UNESP), Araraquara campus, and in Planning and Analysis of Public Policies, Franca campus. She is a faculty member of the Department of Education, Social Sciences, and Public Policies at the College of Humanities and Social Sciences, UNESP/Franca.

Learning Situation: SUPERPOWERS CHALLENGE!
Focused Socio-Emotional Competencies: tolerance for frustration, enthusiasm, focus, determination, artistic interest, and respect.

MISSION 1: DISCOVERING “SUPERPOWERS”

Likely, at some point in your life, you’ve imagined what it would be like to have superpowers. Being invisible, having the strength of a giant, running faster than the wind, or being able to read minds are powers we see in superhero movies. If you could choose to have superpowers, which ones would you pick? Stepping out of the realm of superhero imagination, know that you have your own powers. This means you have qualities and values that make you unique and special. No one else in the world is the same as you! To think and understand what your powers are, you need to reflect on yourself. To discover more about your qualities, do this quick exercise. In 5 minutes, complete the following table. If needed, copy the table into your Diary and add more rows.

	I’m good at	I need to learn how to	I’m afraid of	I get excited when	I don’t like

Brasil

Brasil

The Discrepancy Between Educational Management in São Paulo and Paulo Freire’s Studies

ABSTRACT