| dc.description.abstract | The aim of the current study is to describe the process to launch the Jesuit
Education Network (RJE - Rede Jesuíta de Educação), as well as the construction and
implementation of its Common Educational Project (PEC - Projeto Educativo Comum)
by taking the period from 2014 (RJE launching) to 2020 (completion of PEC’s 1st
implementation cycle) as timeframe. The research process was based on three data
sources, namely: documental analysis, questionnaire application and experience
systematization. The Education emergence and development process in the Society
of Jesus, as well as the Basic Education renovation movement that took place from
the 1960s onwards, were introduced, in broad historical strokes, to describe the RJE
launching process. Much of the bibliography was structured in Jesuit literature, which
comprises almost 500 years of textual production and wide coverage spectrum, with
emphasis on the following works: “Ratio Studiorum” (1599), which is a great Jesuit
legacy; “Características da Educação da Companhia de Jesus” [Society of Jesus’
Educational Features] (1986); “Pedagogia Inaciana: uma proposta prática” [Ignatian
Pedagogy: a practical proposal practice] (1993) and “Colégios Jesuítas: uma tradição
viva no século XXI” [Jesuit Schools: a living tradition in the 21st century] (2019). Werle
(2001), Corsetti (2006), Sander (2005), Cellard (2008), Castells (2006) and Lowney
(2015) were adopted as theoretical reference. With respect to the methodology,
definitions enabling the research development process were based on Goldenberg
(2004) and Bardin (2016), with emphasis on questionnaire application and “experience
systematization” - Jara (2006) was herein used as significant theoretical methodological reference. Statements and perceptions about PEC development and
implementation processes were collected based on the application of an open
questionnaire to Jesuit Education Network educators who actively and effectively
participated in its creation and structuring processes. A broad reading map was
developed by intertwining the collected information; it was done to enable the analysis,
narrative and identification of successes and mistakes in this process, with emphasis
on speeches and silences. In conclusion, the participation of the largest number of
educators possible in the investigated process was relevant to help founding the Jesuit
Education Network, so the community could, subsequently, commit to the mission,
vision, principles, institutional values and practices recommended by it. Furthermore,
it has evidenced the importance of having both local and network managers committed
to the process and open to perform collaborative work, as well as the presence of a
central and unifying coordination – the RJE Office – to articulate, support and monitor
processes taking place both in the network and in the units. | en |
