Os ciclos de aprendizagem na reorganização curricular do município de São Paulo

• Ano de defesa: 2019
• Autor(a) principal: Giannichi, Heloisa Maria De Morais [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Learning Cycles; Curriculum; Elementary School; Pedagogical Coordinator; Public School; Ciclos De Aprendizagem; Currículo; Ensino Fundamental; Coordenador Pedagógico; Escola Pública
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=8028197; https://repositorio.unifesp.br/handle/11600/59641

This research sought to characterize the alternatives the pedagogical staff of a region of the city of São Paulo created to implement the so called “Learning Cycles”, proposed by a municipal program "Mais Educação". The overarching aim of this research was to understand the reorganization of the elementary education curriculum that occurred from 2013 to 2016 in the Municipal Schools of São Paulo. To achieve such aim, first we made a brief historical report of its inauguration. Then we analyzed the curricula and forms of curricular organization that municipal schools have experienced. Finally, we explored the document published by the management of 2013-2016 on the implementation of the learning cycles. This document presents the definition of the organization of nine years of elementary education in three modules: Literacy cycle (1st to 3rd year); Interdisciplinary Cycle (4th to 6th year); Authorship cycle (7th to 9th grade). To compose our theoretical background, we used the concepts of curriculum developed by Tomaz Tadeu da Silva (2006, 2007), Gimeno Sacristán (2017) and the concepts of cycles explored by Perrenoud (2004) and Jefferson Mainardes (2007, 2009). As specific objectives, this research sought to know the factors that intervened this curricular reorganization, to analyze the different concepts cycles proposed in the municipal context, and to describe ways that the pedagogical staff of schools have found to implement the cycles and establish relationships between practices and theoretical contributions. To collect these data, we first gave a questionnaire to be answered the pedagogical coordinators of the northern region Sao Paulo. Second, we conducted interviews with six of them to understand the paths and challenges they have found to accomplish this curricular proposal. The analysis of these data followed a qualitative approach. Our analysis revealed that the schools, according to their possibilities, are in the process of implementing the learning cycles, but the pedagogical staff still perceive many obstacles and have many doubts about how to reorganize the curriculum according to what is demanded by the learning cycles.