Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
MANTOVAN, JÉSSICA MARTINS |
| Orientador(a): |
Souza, Roger Marchesini de Quadros |
| Banca de defesa: |
Bahia, Norinês Panicacci,
Rosalen, Marilena Aparecida de Souza |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1658
|
Resumo: |
This study sought to reflect on the reorganization of cycles in Elementary School in the city of São Paulo and to identify the initial impacts on the school daily life signaled by teachers. In 2014, a reform was instituted in São Paulo‟s Municipal Teaching Network – RMESP –, altering, among other elements, the curriculum and the cycles structure – that were previously organized in two learning cycles: Elementary School I, Elementary School II and are now divided into three: Literacy Cycle, Interdisciplinary Cycle and Autoral Cycle. In this scenario, the research problem came up: how have teachers in the city of São Paulo reacted to these changes? From this central issue emerged others: what characterizes the new proposal? What are the initial impacts of this on the teachers' view? Do they conceive of it as advances or setbacks in the network? Aiming to investigate the presented aspects, this qualitative research initially sought to understand thecycles policies, their origin, the need for its implementation, its limits and possibilities, having as a theoretical foundation the studies of Barreto and Mitrulis (1999), Paro (2001), Freitas (2003), Mainardes (2007; 2009), Bahia (2012), Palma Filho; Alves and Duran (2012), Souza (1998, 2004, 2017), among others. Afterwards, a historical panorama of the implantation and development of the cycles in the RMESP up to the present moment was presented, based on the researches of authors who analyzed the system of cycles specifically in the city of São Paulo, such as Cortella (1992), Alavarse (2002), Redua (2003) and Aguiar (2011a; 2011b), in addition to the documents published between 2012 and 2016 by São Paulo Secretaria Municipal – SME. A field research was also carried out, in which teachers, coordinators and a pedagogical manager of a central organ were interviewed. The relevance of this study lies in the historiography of the main public educational policies instituted in 2014 in the city of São Paulo, being the starting point for an evaluation of the initial impacts and reaction of teachers to the proposal, in order to reflect on the positive and negative aspects that emerged from it. The study of the new proposal indicated that it presents similarities with the one devised by Paulo Freire in the implementation of the cycles in 1992, however revealed, contradictions between the principles of the reform and what are there in its documents. In spite of these differences, it was found that, in a general way, the teachers reacted positively to the reorganization, considering it an advance in the quality of education. It was also observed that the impacts and advances highlighted by teachers are mostly related to the typical practices of the traditional school, such as the return of numerical grades, report cards and increased possibilities of retention, implying that the conception of a serialized and classificatory education remains a reference of education quality from the teachers‟ point of view. |
