Lições em sala de aula: interações na prática pedagogia deliberativa em uma escola pública

Abstract

Experiences in deliberative pedagogy have been carried out in schools and universities in the United States and Europe. In Brazil, this is an unprecedented initiative, called “Deliberation in public schools: creating deliberative capacities” (UFMG, UFPA, University of Bern - Switzerland and the University of North Carolina - the USA, funded by CAPES and CNPq), called symbolically of “Compartilha”. The present dissertation has as a research problem to understand how the practice of deliberative pedagogy took place in the pilot phase of "Compartilha" in Belém, State of Pará, and aims to analyze the interactions, tensioning theory and practice. To do so, we started from the theoretical foundation of communication with a relational approach, through the concepts of reflexivity and double affectation (MEAD, 1937), communicative-action oriented to mutuality (HABERMAS, 2003), and tentative communication (BRAGA, 2017). There is also a debate about deliberative pedagogy, the school environment, deliberative theory, and the relationship between communication and deliberation. The methodological path was observant participation held in five meetings, in a class of 1st grade of High School from a state public school in Belém. As a result, it was found that the dynamics provided both dialogic and reflective moments, as well as the learning of deliberative principles. This work is built on the interface between communication, deliberation, and education, and brings contributions to these fields, to the legacy of the “Compartilha” project, and the debate on deliberative pedagogy, by raising the relevance of expressive and tentative communication as pre-structuring of the deliberative capacities' construction.