Uma análise das políticas públicas para recuperação da aprendizagem escolar: da intenção a práxis
Carregando...
Data
2018-03-21
Autores
Messias, Rosilene de Fatima Rocioli
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho, baseado e fundamentado nas teorias, idealizadas pela Secretaria de Educação Francana como ideais, as sócio construtivistas que defendem a ideia de que todo indivíduo pode aprender, pretende fazer uma análise das políticas públicas de recuperação de aprendizagem, no que tange às normatizações, leis, teorias pós-estruturalistas, pós-modernas e interacionistas, focando a qualidade em Educação como condição humana e como um direito social. Aspira-se também, por desvelar o que é realizado na prática (execução) nas Escolas Públicas Municipais de Educação Básica de Franca/SP, observando e descrevendo criticamente como se deu o processo histórico e sua influência, a partir dos anos noventa, dentro do contexto neoliberal, globalizado, capitalista vivenciado no país e, portanto, em Franca/SP, tanto no que se refere ao aspecto social, quanto no que foram e são as práticas escolares de recuperação contínua, atendimento pedagógico e recuperação paralela, analisando as políticas públicas, sua eficiência e eficácia, ou não, no âmago do processo de ensino e aprendizagem, por uma educação de qualidade para todos, atendendo aos princípios de equidade e de forma equânime. Para tanto, é realizada uma pesquisa bibliográfica de acordo com BARROS; LEHFELD (2000) se valendo da base teórica supracitada, a fim de fundamentar este trabalho, bem como uma análise documental e um instrumento diário de campo, para efetivar as observar realizadas e os registros da realidade vivenciada na unidade escolar. Dessa forma, espera-se obter evidências que configurem o processo em que se dá a recuperação contínua com sua funcionalidade, ou não, em sala de aula comum. Espera-se, também, compreender como é promovida a recuperação paralela com suas fragilidades e pujanças; e, por fim, o atendimento pedagógico que é idealizado como uma nova oportunidade, ou não, de se conquistar a aprendizagem escolar. Os três instrumentos utilizados compreendem a recuperação de aprendizagem escolar do município em questão, compondo sua política pública de recuperação de aprendizagem. E, ainda, por meio da observação, da legislação, das normatizações envolvidas no tema, e dos documentos que direcionam a recuperação de aprendizagem idealizada pela Secretaria de Educação do município, que objetivam a educação de qualidade perpassando pela observação da prática cotidiana, fazer uma análise para contribuir com a produção de conhecimento registrando as vulnerabilidades e os potenciais desta política pública a fim de sugerir a melhoria da educação, por meio da reflexão sobre os três instrumentos de recuperação de aprendizagem estudados. Por fim, o trabalho traz o panorama histórico, neoliberal, globalizado, capitalista com alguns aspectos sociais da educação francana nas quais vivem-se as práticas escolares com um distanciamento significativo entre o desejo conclamado pelas políticas públicas educacionais e a execução destas políticas públicas acerca da recuperação de aprendizagem escolar.
This work, based and based on theories, idealized by the Secretariat of Education in the city of Franca/SP, ideals the constructivist partners who defend the idea that every individual can learn, intends to make an analysis of public policies of learning recovery with regard to normatizations, laws, poststructuralist, postmodern and interactionist theories, focusing the quality in Education as a human condition and as a social right. We also intend to show what is accomplished in practice (execution) in the Municipal Public Schools of Basic Education of Franca/SP, observing and describing critically how the historical process and its influence happened, from the nineties, within a neoliberal, globalized an capitalist context experienced in the country and, therefore, in the city of Franca, both with regard to the social aspect, and in what were and are the school practices of continuous recovery, pedagogical attendance and parallel recovery, analyzing public policies, their efficiency and effectiveness, or not, at the heart of teaching and learning process, for an education quality for all, according to the principles of equity and equitable. To do so, a bibliographic research is carried out according to BARROS; LEHFELD (2000) using the aforementioned theoretical basis, in order to base this work, as well as a documentary analysis and a daily field instrument, in order to carry out the observed observations and the records of the reality experienced in the school unit. In this way, it is expected to obtain evidences that configure the process in which the continuous recovery happens with its functionality, or not, in a common classroom. It is also hoped to understand how parallel recovery is promoted with its fragilities and strengths; and, finally, the pedagogical attendance that is idealized as a new opportunity, or not, to acquire school learning. The three instruments used include the recovery learning from the city in question, composing its public policy of learning recovery. And it is still expected through observation, legislation, norms involved in the theme, and the documents that guide the recovery learning idealized by the Education Department of the city, which aiming at education quality through the observation of everyday practice, to be able to do an analysis to contribute to the production of knowledge by recording the vulnerabilities and potential of this public policy in order to achieve the improvement of education through the three learning recovery instruments studied. Finally, the work presents the historical, neoliberal, globalized, capitalist panorama with some social aspects of education in the city of Franca/SP in which the school practices are lived with a significant distance between the desire demanded by public educational policies and the execution of these public policies on the learning.
This work, based and based on theories, idealized by the Secretariat of Education in the city of Franca/SP, ideals the constructivist partners who defend the idea that every individual can learn, intends to make an analysis of public policies of learning recovery with regard to normatizations, laws, poststructuralist, postmodern and interactionist theories, focusing the quality in Education as a human condition and as a social right. We also intend to show what is accomplished in practice (execution) in the Municipal Public Schools of Basic Education of Franca/SP, observing and describing critically how the historical process and its influence happened, from the nineties, within a neoliberal, globalized an capitalist context experienced in the country and, therefore, in the city of Franca, both with regard to the social aspect, and in what were and are the school practices of continuous recovery, pedagogical attendance and parallel recovery, analyzing public policies, their efficiency and effectiveness, or not, at the heart of teaching and learning process, for an education quality for all, according to the principles of equity and equitable. To do so, a bibliographic research is carried out according to BARROS; LEHFELD (2000) using the aforementioned theoretical basis, in order to base this work, as well as a documentary analysis and a daily field instrument, in order to carry out the observed observations and the records of the reality experienced in the school unit. In this way, it is expected to obtain evidences that configure the process in which the continuous recovery happens with its functionality, or not, in a common classroom. It is also hoped to understand how parallel recovery is promoted with its fragilities and strengths; and, finally, the pedagogical attendance that is idealized as a new opportunity, or not, to acquire school learning. The three instruments used include the recovery learning from the city in question, composing its public policy of learning recovery. And it is still expected through observation, legislation, norms involved in the theme, and the documents that guide the recovery learning idealized by the Education Department of the city, which aiming at education quality through the observation of everyday practice, to be able to do an analysis to contribute to the production of knowledge by recording the vulnerabilities and potential of this public policy in order to achieve the improvement of education through the three learning recovery instruments studied. Finally, the work presents the historical, neoliberal, globalized, capitalist panorama with some social aspects of education in the city of Franca/SP in which the school practices are lived with a significant distance between the desire demanded by public educational policies and the execution of these public policies on the learning.
Descrição
Palavras-chave
Recuperação de aprendizagem escolar, Políticas públicas, Aprendizagem escolar, Learning Recovery, Public Policy, Learning