Orientação educacional no contexto social e pedagógico de uma escola estadual militarizada de Boa Vista/RR

Abstract

The role of Educational Guidance gains space in the history of education as its practice provides results, however, it has not been an easy task as it needs to consider the political, pedagogical and administrative characteristics of those who belong institutionally. Its exercise demands different responsibilities that often do not allow it to carry out what is considered essential, as it believes it is linked to current educational paradigms and which prevent it from building a possible broader practice socially. This work brought discussions that sought to understand the role of Educational Guidance as part of school management, its evolution in the history and legality of education, its role in facing educational challenges and social. The theoretical basis of the object studied addressed a retreat in its historicity and interpreting its origin as an aspect of Vocational Guidance (OV) that previously played the role of guiding the individual regarding their professional choice. With the economic and social changes occurring in the Brazilian scenario, education has adapted by creating educational services that help students in the teaching and learning process. In this way, Educational Guidance plays a fundamental role in the composition of school management with exclusive assistance aimed at the academic and social needs of the student. In this context, the present study presents a qualitative approach of the participatory type in which we sought to build knowledge and reflections about the topic under debate.Its participatory methodology was sumptuous in collecting the data to be analyzed in response to the research's guiding question: how is the practice of Educational Guidance configured from the social and pedagogical perspective of a militarized state school in Boa Vista-RR? Participating in the research were 01 Militarized State School located in a residential complex in a peripheral neighborhood with the highest rate of violence, 03 Educational Advisors stationed at the institution, 05 teachers of the subjects with the highest workload (Portuguese Language and Mathematics), 02 Military personnel being the commander and a soldier, both responsible for the Student Corps and the director of the Psychosocial Division of School Development (DIPSE) for managing the actions of the Educational Guidance of the State of Roraima. In the exploratory route, observation, semi-structured interviews and logbooks were used as data collection instruments as operational procedures in research practice. To analyze the collected data, Bardin's content analysis (2011) was used, which is structured in 3 phases. Therefore, the study brought heated reflections regarding the joint practice of the OE and the military, as well as results that demystify this format of action, such as the partnership established between them, combining their principles, values and cultures, an adaptation marked by conflicts, however adjusted throughout the process.