Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Hashimoto, Cecília Iacoponi
 |
| Orientador(a): |
Placco, Vera Maria Nigro de Souza |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16067
|
Resumo: |
In this work, it is considered that the changes in the educational system, implemented by norms, have meaning and results which, on one side, are consequences of the system identified needs and, on the other side, result in wide educator s discussions and reflections, which goes beyond its implementation. In case it doesn t happen, however, there will be difficulties in implementing this process. Therefore, this research aimed at investigating the Law 11.274/2006, the authorities reports and other legal instruments in order to evaluate how they place the six-year-old child into the fundamental education, how this change has been experienced by teachers and coordinators, who are these teachers ahead of the first grade in terms of their professional identity and what are the suggested proceedings to work with these children. This investigation was performed in a city 100 km away from São Paulo, specifically in one private school and four public schools, together with four teachers and three coordinators. An informative survey was used to constitute the subject profiles plus semi-structured interviews, document analysis, laws, authorities reports, resolutions and field observations. The findings in that city revealed that the nine-year fundamental education implementation, according to Law 11.274/2006, occurred too fast, without the proper priority to the formation and effective participation of teachers and coordinators in either the previous discussions and planning nor the decision taking process, generating uncertainty on the part of the teaching body about the proposed extension of compulsory education. The school space is still inadequate to receive the six-year-old children. The teaching practice has been organized without knowing the guide-line of MEC and the theoretical referential which support childhood development at this age, as well as what should be worked in the first year of the fundamental education. It was observed a blurring on the identity constitution of these teachers who assumed the first year of the nine-year fundamental education. The changes had to be managed collectively, with the involvement of all, and the nine-year fundamental education, as well as the first-year teachers, need to unveil the new identity it constitutes |
