Ações do programa paulista Ler e Escrever sob os sentidos bakhtinianos de forças centrípetas e centrífugas
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2017-06-29
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Universidade Estadual Paulista (Unesp)
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Esta tese apresenta resultados da pesquisa que teve como objetivo compreender, pelos sentidos bakhtinianos de forças centrípetas e centrífugas, os discursos que permeiam a ação de formação de professores e a ação dos guias didáticos do programa paulista Ler e Escrever. As forças constituem os discursos dos formadores e dos professores atuantes nos anos iniciais do ensino fundamental, ciclo I, e explicam o movimento de adesão e de resistência desses sujeitos à imposição da implantação do Ler e Escrever como uma política educacional. A pesquisa de natureza etnográfica ancorou-se nos princípios da filosofia da linguagem, pensada por Bakhtin e Volochínov, e discutida por Medviédev e por autores contemporâneos estudiosos das obras do Círculo (de Bakhtin), e teve como participantes dez professores do ensino fundamental, ciclo I, de uma escola estadual do interior paulista, e três formadoras de uma diretoria de ensino. Algumas reuniões de formação na escola pesquisada, em momentos de Aulas de Trabalho Pedagógico Coletivo, foram observadas e gravadas em áudio e vídeo. Foram feitas também entrevistas com todas as professoras da escola que aceitaram a participar da pesquisa, com a professora coordenadora e com as professoras coordenadoras do Núcleo Pedagógico da diretoria de ensino. Além das observações e das entrevistas, constituíram a pesquisa: a) pautas das reuniões de formações na escola observada e b) guias de planejamento e orientações didáticas Ler e Escrever. Considerando o princípio da relação dialógica, a partir da premissa da alteridade, os enunciados foram compreendidos à luz da filosofia da linguagem. Foi possível compreender, a partir da resposta de professores e de formadores na implantação das ações em destaque do programa, que a força centrípeta, que quer dominar, e a força centrífuga, libertária, de sentidos contraditórios, dialogizam o próprio programa. Apesar da formação continuada de professores pelo programa e os guias didáticos Ler e Escrever demonstrarem ser uma ação anti-dialógica pela represália ao plurilinguismo e pela imposição e controle de uma linguagem única que desconsidera o professor como sujeito falante responsavelmente participante no mundo, o professor luta pela inalienabilidade da palavra, arrisca, rompe e se indigna, pela voz, pelo corpo e pelas atitudes, contra a força opressora e autoritária que quer apagar sua voz e paralisar seu ato.
This thesis presents results of the research that aimed to understand, through Bakhtinian senses of centripetal and centrifugal forces, the discourses that permeate teacher’s formation and the action of teaching guides of São Paulo’s state program Ler e Escrever (Read and Write). The forces constitute the discourses of trainers and teachers acting in the first years of elementary school, cycle I, and explain the movement of adhesion and resistance of these subjects to the implementation’s imposition of Ler e Escrever as an educational policy. The ethnographic nature research was anchored in the principles of language’s philosophy, thought by Bakhtin and Volochínov, and discussed by Medvedev and contemporaneous authors scholars of the Circle’s works (Bakhtin), having as participants ten elementary school teachers, cycle I, from a state school located in São Paulo’s countryside, and three trainers from an educational board of directors. Some formation meetings at the researched school, during Collective Pedagogical Work Classes, were observed and recorded in audio and video. Interviews were also conducted with all the teachers of the school who agreed to participate in the research, with the coordinator teacher and coordinators teachers of the Pedagogical Center of the educational board of directors. In addition to the observations and interviews, the research consisted of: a) guidelines of the training meetings in the observed school and b) planning guides and Ler e Escrever didactic guidelines. Considering the principle of the dialogical relationship, from the premise of otherness, the statements were understood by the light of language’s philosophy. Through the answer of teachers and trainers during the implementation of the actions highlighted in the program, it was possible to understand that the centripetal force, which wants to dominate, and the centrifugal force, libertarian, of contradictory directions, dialogue in the own program. In spite of the continued formation of teachers by the program and the Ler e Escrever didactic guides demonstrate to be an anti-dialogic action by the reprisal to the multilingualism and by the imposition and control of a unique language that disregards the teacher as a speaking subject responsibly participant in the world, the teacher fights for the inalienability of the word, risks, bursts out and outrages, through voice, body and by attitudes, against the oppressive and authoritarian force that wants to erase his voice and paralyze his act.
This thesis presents results of the research that aimed to understand, through Bakhtinian senses of centripetal and centrifugal forces, the discourses that permeate teacher’s formation and the action of teaching guides of São Paulo’s state program Ler e Escrever (Read and Write). The forces constitute the discourses of trainers and teachers acting in the first years of elementary school, cycle I, and explain the movement of adhesion and resistance of these subjects to the implementation’s imposition of Ler e Escrever as an educational policy. The ethnographic nature research was anchored in the principles of language’s philosophy, thought by Bakhtin and Volochínov, and discussed by Medvedev and contemporaneous authors scholars of the Circle’s works (Bakhtin), having as participants ten elementary school teachers, cycle I, from a state school located in São Paulo’s countryside, and three trainers from an educational board of directors. Some formation meetings at the researched school, during Collective Pedagogical Work Classes, were observed and recorded in audio and video. Interviews were also conducted with all the teachers of the school who agreed to participate in the research, with the coordinator teacher and coordinators teachers of the Pedagogical Center of the educational board of directors. In addition to the observations and interviews, the research consisted of: a) guidelines of the training meetings in the observed school and b) planning guides and Ler e Escrever didactic guidelines. Considering the principle of the dialogical relationship, from the premise of otherness, the statements were understood by the light of language’s philosophy. Through the answer of teachers and trainers during the implementation of the actions highlighted in the program, it was possible to understand that the centripetal force, which wants to dominate, and the centrifugal force, libertarian, of contradictory directions, dialogue in the own program. In spite of the continued formation of teachers by the program and the Ler e Escrever didactic guides demonstrate to be an anti-dialogic action by the reprisal to the multilingualism and by the imposition and control of a unique language that disregards the teacher as a speaking subject responsibly participant in the world, the teacher fights for the inalienability of the word, risks, bursts out and outrages, through voice, body and by attitudes, against the oppressive and authoritarian force that wants to erase his voice and paralyze his act.
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Educação, Formação de professores pelo programa Ler e Escrever, Guias didáticos Ler e Escrever, Forças centrípetas e centrífugas, Relação dialógica, Education, Teacher formation through Ler e Escrever program, Ler e Escrever didact guides, Centripetal and centrifugal forces, Dialogical relationship