Ampliação do ensino fundamental: compreendendo o fazer do professor
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Data
2009-12-14
Autores
Motta, Carolina Caires [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A lei nº11.274/2006, que amplia o ensino fundamental, tem exigido inúmeras transformações e investimentos, no âmbito educacional, a fim de incluir a criança de seis anos de idade. Isso acarreta uma reestruturação tanto na estrutura física, quanto na estrutura curricular das instituições. Diante dessa recente política pública que privilegia a antecipação da escolaridade, a presente pesquisa, fundamentada no Enfoque Histórico-Cultural, teve por objetivo discutir o processo de ampliação da escolaridade obrigatória e suas implicações para o fazer docente do professor. O trabalho, realizado numa escola do município de Assis (EMEIF), caracteriza-se como um estudo de caso qualitativo e pode ser definido como a investigação de um fenômeno específico que nos permite ter uma visão ampla do espaço escolar, buscando delimitar seus contornos e focalizar o que ele tem de particular. Os procedimentos de pesquisa adotados incluíram a observação participante da prática cotidiana da instituição, entrevistas semiestruturadas com os professores e a análise documental do projeto político-pedagógico. A partir do material obtido, estabelecemos algumas temáticas relevantes, tais como: o ensino fundamental de nove anos, a concepção de criança e o processo de ensino e aprendizagem e a organização da ação pedagógica. Essas temáticas, as quais constituíram o repertório de análise, não representam aspectos dispostos isoladamente, mas integram uma realidade social, cultural e histórica. Os resultados principais apontaram que os professores mostraram pouco conhecimento a respeito da lei, em meio a uma prática apoiada principalmente numa visão biológica do desenvolvimento da criança e centrada na figura do professor.
The Law No. 11274/2006, which extends to the basic school, has required numerous changes and investments in education, in terms of educational, in order to include the child of six years of age. This leads to a restructuring in both the physical structure, and in the curricular structure of the institutions. Given this recent public policy that focuses on advancing the education, the present study, based on historical-cultural perspective, aimed to discuss the process of expanding the compulsory education and its implications for the teacher. The study, conducted in a school in the city of Assis (EMEIF), is characterized as a qualitative case study and can be defined as the investigation of a specific phenomenon that allows us to take a broad view of school space, seeking to define its contours and focus on what it has in particular. The research procedures adopted included participant observation of daily practice of the institution, semi-structured interviews with teachers and documentary analysis of the political-pedagogical project. From the material obtained, it was established some relevant themes, such as basic education of nine years, the conception of the child and the teaching and learning process and the organization of pedagogical action. These themes, which formed the repertoire of analysis, didn’t represent aspects by themselves, but they are part of a social, cultural and historical reality. The main findings indicate that teachers showed little knowledge about the law, amid a practice supported mainly a biological view of child development and primarily designed for teachers.
The Law No. 11274/2006, which extends to the basic school, has required numerous changes and investments in education, in terms of educational, in order to include the child of six years of age. This leads to a restructuring in both the physical structure, and in the curricular structure of the institutions. Given this recent public policy that focuses on advancing the education, the present study, based on historical-cultural perspective, aimed to discuss the process of expanding the compulsory education and its implications for the teacher. The study, conducted in a school in the city of Assis (EMEIF), is characterized as a qualitative case study and can be defined as the investigation of a specific phenomenon that allows us to take a broad view of school space, seeking to define its contours and focus on what it has in particular. The research procedures adopted included participant observation of daily practice of the institution, semi-structured interviews with teachers and documentary analysis of the political-pedagogical project. From the material obtained, it was established some relevant themes, such as basic education of nine years, the conception of the child and the teaching and learning process and the organization of pedagogical action. These themes, which formed the repertoire of analysis, didn’t represent aspects by themselves, but they are part of a social, cultural and historical reality. The main findings indicate that teachers showed little knowledge about the law, amid a practice supported mainly a biological view of child development and primarily designed for teachers.
Descrição
Palavras-chave
Vygotsky, L. S. (Lev Semenovich), 1896-1934, Psicologia escolar, Politica e educação, School psychology, Politics and education
Como citar
MOTTA, Carolina Caires. Ampliação do ensino fundamental: compreendendo o fazer do professor. 2009. 137 f. +. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Assis, 2009.