Ciclo interdisciplinar: práticas de leitura e escrita e o processo de transição do ensino Fundamental I para o Fundamental II, em uma escola da Rede Municipal de São Paulo

• Ano de defesa: 2022
• Autor(a) principal: Pereira, Ana Maria
• Orientador(a): Marin, Alda Junqueira
• 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: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Prática docente; Leitura e escrita; Passagem de ciclo; Rendimento escolar; Ciclo interdisciplinar
• Palavras-chave em Inglês: Teaching practice; Reading and writing; Cycle passage; School performance; Interdisciplinary cycle
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/27245

The central problem of the research was to investigate the Interdisciplinary Cycle, considering reading and writing practices and the student's transition process from the fundamental cycle I to the fundamental cycle II. The question posed was: what effects did the interdisciplinary cycle have on reading proficiency and in the mastery of writing and whether it provided advances in the cycle transition process from fundamental I to fundamental II? Based on the theoretical readings and observations made, it was possible to think of the following hypotheses: according to the initial observations made in the classroom and mapping of concepts about reading and writing, it is possible that the practices developed in the School Unit are focused on activities that aim at training and not at the appropriation of reading and writing processes, based on a critical reflection of the language; the organization of the school curriculum is carried out by year of the Interdisciplinary Cycle, without an interaction between teachers from the fourth to the sixth year, characterizing a lack of appropriation of the concept in relation to its objectives, favoring the rupture between generalist and specialist teacher, as well as, from the school curriculum. The research was developed, with the observation of an Interdisciplinary Cycle class from the 4th to the 6th year, in a school of the Municipal Education Public System of São Paulo. In 2018, the 4th year was observed, in 2019 the 5th year, and in 2020 the observation was interrupted due to the pandemic caused by Covid-19 and was resumed in 2021. The definitions of the topic, the problem, the research procedures, and School analysis and selection were based on Bogdan and Biklen (1994), Adorno and Horkheimer (1978) and Philip J. Stone (1975). This research was developed based on the organization of educational policy and on the analysis of school reality with observation of teaching practices; in the students' productions focused on reading and writing activities; in school documents related to the curriculum, to identify the work proposal in the interdisciplinary cycle; with data from internal and external evaluations and questionnaires were also applied to students and teachers, and these elements were evaluated under the focus of interdisciplinarity, cycles, transition, mesosystem and the processes of reading and writing concepts, using as main theoretical reference the concepts presented by Gimeno Sacristán and Berta Braslavsky