Meeting school halfway: contributions of performative approach to the
continuing education of school administrators
Name: BEATRIZ CHRISTO GOBBI
Publication date: 25/02/2021
Advisor:
Name |
Role |
|---|---|
| ALFREDO RODRIGUES LEITE DA SILVA | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ALFREDO RODRIGUES LEITE DA SILVA | Advisor * |
| ELIZA BARTOLOZZI FERREIRA | External Examiner * |
| LETICIA DIAS FANTINEL | Internal Examiner * |
| RUBENS DE ARAÚJO AMARO | Internal Examiner * |
Summary: The aim of this thesis is to understand and demonstrate the potential of the performative approach to discuss the daily life at school and to offer contributions to the continuing education of school administrators. In order to advance in the dialogic-participatory approach of dialogical practices between researcher(s) and manager(s), a performative approach was adopted, based on the articulation of the contributions made by the works of Barad (2007, 2017) and Shotter (2013, 2014a, 2014b, 2016). One argues that the notions of intra-action and diffraction (BARAD, 2007, 2017) bring to the first scheme of the investigation issues about practices/doings/actions. This analytical perspective drives attention to the intra-active processes in action and also to the broad effects that occur, that is, the differences that rise and the differences that the knowledge production practices create. The empirical research was performed in a school from Public Education System of Vitória-ES and the data collection was possible through observation, focus group with members of the technical and administrative staff of one shift, informal conversations with school professionals, document analysis and drawing production. To respond the proposed objective, it was performed a qualitative research, using diffraction (BARAD, 2007, 2010, 2014) as methodological resource. This thesis brought to light material-discursive strengths which are important to certain materialization processes. The empirical data show that strengths, such as the scholar system/ flux, teachers and managers accountability for the students development, the chaotic situation of public education speech, societys demands, poverty and the limitations of the professionals actions, have left traces on the subjects bodies, while they acted in the performance of specific configurations of management, teaching and the educational institution itself. From the theoretical-empirical articulations performed, it was possible to rethink the continuing education of school administrators through two main cuts. The first one highlights the need to explore the performative enactments of things and meanings. This brings to light materiality and other issues of interest, such as power-performativity. The second cut explores the social and material effects of performative relationalities in the school entanglement. Therefore, this thesis joins the efforts that have been done by researchers to recognize and explore how the dialogue is sensitive to social, political and economic conjunctures (PHILLIPS et al., 2013; PHILLIPS; NAPAN, 2019;
PHILLIPS; SCHEFFMANN-PETERSEN, 2019), also attending to the callings for the development of alternative literature on practices that consider the human being as the primary agent (HULTIN; MÄHRING, 2017).
