| dc.description.abstract | This thesis aims to understand the relations of approximations and / or distances between the references of integral formation of a Jesuit School, defined in the institutional documents and its effectiveness in the pedagogical processes in the school space. The problem that mobilized the investigation process was: what are the approximations and distances between the prescription of the official documents of the Jesuit Education Network (RJE) and Santo Inácio School - Fortaleza-CE with regard to the integral development of students and the effectiveness in high school pedagogical practice education at that School? Facing a theoretical deepening on the concept of integral education, characterizing it through the prescriptive documents of RJE, more specifically from Santo Inácio School, Fortaleza-CE, it was identified as approximations and / or distances between the prescribed and the pedagogical practice, with regard to the integral development of students and the effectiveness in high school pedagogical practice education at that school. In theoretical terms, Based on Freire (2000, 2018), Posada (2006) and Teixeira (1999) were chosen from the literature review, authors for the theoretical foundation that work with integral formation, integral education, teaching practice and Jesuit education. Due to the methodological aspects, a case study was carried out and related to the contact with the empirical field, it was used for the production of data for a documentary analysis, the questionnaire and an interview. In this sense, my study points out that between the prescribed and the pedagogical practice in the Santo Inácio School, the integral formation goes through the moral dimension that is processed by the subjectivity of the spiritual and ethical aspects that are developed by teaching practices and by teaching the students values from school and family. Particularly, rekated to spiritual formation, the survey pointed out the institutional, curricular, personal and professional aspects and didactic-pedagogical fundamentals that the school works with students. The intellectual dimension permeates the objectivity of teaching practices that prepare students for their professional and social life, encompassing cognitive aspects of the initial and continuing formation of the teachers and curricular of the students, social development and social awareness of the student aesthetics of valuing the arts, contemplation and appreciation of cultural and affective beauty of school-teacher-student-family relationships. Finally, practical dimension unfolds into the bodily, socio-political and communicative aspects in a perspective of the care of oneself, with the other and with the world. From the data collected in the research, the approximations were in the face of the prescriptive documents of the RJE and its relations with the Pedagogical Political Project (PPP) of Santo Inácio School and the distances point to the need of a teacher training from the perspective of the development of integral dimensions and the realization of what is proposed in the PPP in relation to the teaching practice of the investigated school. | pt_BR |
