Expectativas de aprendizagem diante da progressão continuada
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Data
2010-08-31
Autores
Margiotti, Marina da Silva [UNESP]
Título da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta dissertação tem por objeto um estudo sobre a Progressão Continuada e os documentos Expectativas de Aprendizagem, publicados pela Secretaria do Estado da Educação de São Paulo às escolas da etapa I do Ensino Fundamental (1º ao 5º ano). Em uma escola pública estadual do município de Limeira foi realizada uma pesquisa de campo a fim de verificar a concepção de pais, professores e direção de escola acerca dos documentos Expectativas de Aprendizagem em relação ao regime de Progressão Continuada, visto que ambos estão vigorando nas escolas da rede estadual paulista. Partimos do pressuposto de que há uma tensão entre o que propõe a Progressão e as Expectativas. De acordo com documentos legais, a Progressão Continuada exige o trabalho em forma de ciclos, sendo que no estado de São Paulo optou-se pela organização em Ciclo I, que vai do 1º ao 5º ano, e Ciclo II, que se estende do 6º ao 9º ano do Ensino Fundamental. A Progressão Continuada ainda requer outras mudanças para que a mesma obtenha sucesso, os espaços escolares devem ser organizados de maneira que facilite a progressão da aprendizagem dentro do ciclo. Entretanto, no ano de 2008, a SEE-SP publicou as Expectativas de Aprendizagem, que parecem desconsiderar a ideia de ciclos proposta pela Progressão, ao direcionar para os professores do Ciclo I os conteúdos a serem trabalhados a cada série. Apesar de fazerem referência à Progressão Continuada, os documentos são bem diretivos e apresentam orientações precisas sobre qual conteúdo o aluno deve dominar ao final de cada série, e não ao final do ciclo, tal como supõe a Progressão. Desde a sua implantação, os conteúdos propostos pelos documentos passaram a fazer parte do planejamento dos professores e, desta forma, são também contemplados em avaliações. As Expectativas de Aprendizagem passaram a funcionar como uma espécie...
The aim of this work is a study on the Continued Progression and Learning Expectations, documents published by the State Secretariat of Education of São Paulo schools of cycle I of the Elementary School (1st to 5th year). In a public school, in the city of Limeira was conducted a research to verify the conception of parents, teachers and school management about documents Learning Expectations in relation to the regime of Continued Progression, as both are in effect in São Paulo schools . We think that there is a tension between what proposes to Progression and Expectations. According to legal documents, Continued Progression requires the work in the form of cycles, and the state of São Paulo was chosen by the organization in Cycle I, which runs until the 5th year, and Cycle II, which extends from the 6th to 9th grade of elementary school. The Continued Progression still requires other changes to be successful, the school spaces should be organized in a manner that facilitates the progression of learning within the cycle. However, in 2008 the SEE-SP published Learning Expectations, that seem to disregard the idea proposed by the progression of cycles, by directing the teachers from the first cycle the contents to be worked on every series. While making reference to the continued progression, the documents are good managers and have specific guidelines about what content students should master after each series, not the end of the cycle, as the supposed progression. Since its implementation, the proposed content for the documents became part of teacher planning and, thus, are also contemplated in evaluations. Learning Expectations, began to function as a sort of guide for teachers Cycle I. However, there is a mix between what proposes the progression and expectations in the actions described by the teachers. Moreover, we note that there is a reinterpretation by teachers about... (Complete abstract click electronic access below)
The aim of this work is a study on the Continued Progression and Learning Expectations, documents published by the State Secretariat of Education of São Paulo schools of cycle I of the Elementary School (1st to 5th year). In a public school, in the city of Limeira was conducted a research to verify the conception of parents, teachers and school management about documents Learning Expectations in relation to the regime of Continued Progression, as both are in effect in São Paulo schools . We think that there is a tension between what proposes to Progression and Expectations. According to legal documents, Continued Progression requires the work in the form of cycles, and the state of São Paulo was chosen by the organization in Cycle I, which runs until the 5th year, and Cycle II, which extends from the 6th to 9th grade of elementary school. The Continued Progression still requires other changes to be successful, the school spaces should be organized in a manner that facilitates the progression of learning within the cycle. However, in 2008 the SEE-SP published Learning Expectations, that seem to disregard the idea proposed by the progression of cycles, by directing the teachers from the first cycle the contents to be worked on every series. While making reference to the continued progression, the documents are good managers and have specific guidelines about what content students should master after each series, not the end of the cycle, as the supposed progression. Since its implementation, the proposed content for the documents became part of teacher planning and, thus, are also contemplated in evaluations. Learning Expectations, began to function as a sort of guide for teachers Cycle I. However, there is a mix between what proposes the progression and expectations in the actions described by the teachers. Moreover, we note that there is a reinterpretation by teachers about... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação e Estado - Brasil, Politica e educação, Ensino fundamental, São Paulo (Estado), Learning Expectations, Continued Progression, Educational Politics, State of Sao Paulo
Como citar
MARGIOTTI, Marina da Silva. Expectativas de aprendizagem diante da progressão continuada. 2010. 184 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2010.