A padronização do trabalho docente: crítica do Programa Ler e Escrever

• Ano de defesa: 2012
• Autor(a) principal: Constancio, Alexandra Regina
• Orientador(a): Sass, Odair
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Experiência formativa; Treinamento; Ideologia da racionalidade tecnológica; Programa Ler e Escrever
• Palavras-chave em Inglês: Formative experience; Training; Technological rationality Ideology; Read and Write Program
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/10348

This work aims to identify the way of Ensino Fundamental's Ciclo I (First Cicle of Fundamental Learning) of State of São Paulo public schools teachers use the didactical material from Ler e Escrever (Read and Write) Program for classes planning. In 2007, Ler e Escrever Program was implemented in State of São Paulo public schools, presenting a set of articulated actions including elaboration and distribution of didactical material, as teachers formation and following, actions which are characterized by State of São Paulo Education Secretary as key to improving teaching quality. This research seeks to show that those actions, contradictorily, favor control and manipulation of teachers work, making difficult and blocking teacher's reflected actuation and criticism, aiming to preserve the reproduction of education as an adaptation to the actual society. Therefore, it seems justified theoretical and practically the effort to investigate teachers frequency in using didactical material from the Program for classes planning, as Program's didactical materials uses by teachers can show, even partially, the extent of outside control put into their work. Besides that, it allows to understand partially teachers work. This study has centered itself on analyzing weekly routines made by Ensino Fundamental's Ciclo I teachers of public schools. The theoretical referential that guide the research is based in studies developed by some of the Critical Theory of Society, as Theodor W. Adorno, Max Horkheimer and Herbert Marcuse. It was possible to conclude, based on obtained data, that teachers appeal to different didactical materials for classes planning, as Xeroxed copies, didactical books offered by federal government, "Material Dourado", among others, including Ler e Escrever Program material. However, use of Ler e Escrever Program material for classes planning is not quantitatively superior to planned activities that use another didactical materials, above mentioned, showing there is a possible critical resistance from teachers to the material imposed to them