De pé no chão também se aprende a ler: uma escola democrática (1961-1964) / Standing on the floor you can also learn to read: A Democratic School (1961-1964)

2021 ◽  
Vol 7 (7) ◽  
pp. 69045-69057
Author(s):  
Adryana Sampaio Sousa ◽  
Alicia Cristine Ribeiro Rocha ◽  
Josué Carlos Souza Dos Santos ◽  
Sebastião Monteiro Oliveira ◽  
Zelângela da Silva Santos
Keyword(s):  
Democratic School

scholarly journals Permanent formation of tutors: a study inspired in Paulo Freire with teachers of early years of basic education

2020 ◽  
pp. 151-171
Author(s):  
Maria Perpétua do Socorro Beserra Soares
Keyword(s):  
Basic Education ◽  
Paulo Freire ◽  
Sao Paulo ◽  
Early Years ◽  
Pedagogical Practice ◽  
São Paulo ◽  
Democratic School ◽  
Permanent Formation ◽  
Bibliographic Study ◽  
Research Show

This article presents the results of a research about permanent formation of teachers of early years of fundamental teaching of a public district school of a city of São Paulo-SP; whose general objective is to analyze scopes and limits of permanent formation of teachers to a pedagogical practice committed to building a democratic school. The theoretical contributions is based on the pedagogy of Paulo Freire (2001, 2013b, 2015, and 2016), Imbernón (2009, 2010), and Saul (2010). The nature of the investigation is qualitative and follows Chizzotti (2005) with bibliographic study, field and documentary research. The results of the research show a strong presence of dimensions of permanent formation; materializing principles as the hearing, the dialog, the participation and the movement of action-reflection-action, demonstrated on documents, interviews done, observations, formation meetings and parent-teaching conference.

Teacher Collaborative Inquiry and Democracy in Schools

2017 ◽  
pp. 255-276
Author(s):  
Kristy Cooper Stein ◽  
Taeyeon Kim
Keyword(s):  
High School ◽  
Organizational Change ◽  
School Improvement ◽  
Case Studies ◽  
Collaborative Inquiry ◽  
School Leaders ◽  
Democratic Leadership ◽  
Democratic School ◽  
Democratic Communities ◽  
Practical Recommendations

This chapter presents possibilities and challenges of teacher collaborative inquiry from the perspective of democratic leadership. Under the pressure of complexity in today's education, building democratic communities is an important strategy for helping leaders and teachers solve problems and create change. Given this, teacher collaborative inquiry can be a useful intervention for democratic school improvement. By examining this premise theoretically with the concept of Woods' (2005) democratic leadership, the authors explore possibilities for how teacher collaborative inquiry could foster democracy. To link the theories to reality, the authors present two case studies of teacher collaborative inquiry groups in one high school, which reveal challenges that school leaders will need to consider when enacting inquiry for democratic purposes. The chapter closes with practical recommendations for diverse leaders seeking guidance for creating democracy in the pursuit of organizational change.

Democratic School Administration in Practice

1941 ◽  
Vol 41 (6) ◽  
pp. 417-422
Author(s):  
Arthur K. Loomis
Keyword(s):  
School Administration ◽  
Democratic School
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