Os (Im)pactos da progressão continuada na voz dos professores de língua portuguesa
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Data
2009-02-20
Autores
Salvador, Juliane [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho aborda o tema da progressão continuada, mais especificamente o Programa implementado na rede pública do Estado de São Paulo, a partir de 1998. O objetivo central é verificar o impacto das medidas adotadas no processo de ensino-aprendizagem e na qualidade do ensino paulista público. Para tanto, nossa atenção voltou-se aos alunos ingressantes de segundo ciclo do ensino fundamental, ou seja, alunos que estão concluindo um ciclo e iniciando um novo e, supõe-se, tenham adquirido o domínio básico da língua escrita. O trabalho foi articulado a partir de duas bases: uma de abordagem teórica, e outra, de caráter prático-investigativo. A primeira parte tratou da caracterização: das origens da escola seriada no Estado de São Paulo no período republicano até as tentativas de reorganização do ensino em ciclos; da diferenciação entre os conceitos de ensino em ciclos e progressão continuada e da política educacional paulista. A segunda parte consistiu em coleta de dados, por meio de entrevistas semi-estruturadas, com uma, coordenadora pedagógica e nove professores de língua portuguesa da rede pública estadual de ensino da região de São Carlos, interior paulista, que lecionavam no Ensino Fundamental para as 5ª séries. Com estas entrevistas objetivou-se investigar as quais são as possibilidades e impasses encontrados no regime da progressão continuada no processo de ensino-aprendizagem dos alunos de 5ª série. A partir destes dados colhidos e das leituras realizadas, as categorias foram construídas e sob esse enfoque, a análise dos dados permitiu considerar que os professores desta pesquisa encontram alunos nas 5ª séries que estão muito defasados no que tange à aquisição do conhecimento, visto que não dominam o código lingüístico e há professores com classes heterogêneas, sem apoio para o trabalho e tendo que cumprir um currículo...
This work investigates the education system of continuing progression that has been adopted in Brazil, especially in São Paulo, since 1998. The purpose of this paper is to verify the impact of this system upon the teaching - learnig process, and the quality of the public education in São Paulo. We concentrate our attention on the students who have finished the first and have just started the second cycle of the Primary School , because it’s supposed they have achieved the minimal knowledge of the written process. The research is based into two strategies: one of a purpose theory and other of qualitative analyze. The first part describes the method of serial schooling school in São Paulo since the Republican Period and attempts to reorganize the learning in cycles. This part clarifies the concept of learning cycles, continuing progression and education policy in São Paulo. The second part is datas which were collected from semi- structural interviews with one pedagogic coordinator and nine Portuguese Teachers from public organization of São Carlos – São Paulo’s countryside. They have taught at 5th grade of primary school. After the interview, the challenge was to find out which were the possibilities and impasses between the education system of continuing progression and teaching- learning process of students from 5th grade. Thus, we analyze all datas and the result is that students from 5th grade present a gap concerning elementary education, and the continuing progression does not offer sufficient mechanism for the teacher to put an end on it. Continuing program means to keep the student in the school, but without the rights he has to achieve knowledge. Working in this context, the teachers is obliged to offer the minimal knowledge possible.
This work investigates the education system of continuing progression that has been adopted in Brazil, especially in São Paulo, since 1998. The purpose of this paper is to verify the impact of this system upon the teaching - learnig process, and the quality of the public education in São Paulo. We concentrate our attention on the students who have finished the first and have just started the second cycle of the Primary School , because it’s supposed they have achieved the minimal knowledge of the written process. The research is based into two strategies: one of a purpose theory and other of qualitative analyze. The first part describes the method of serial schooling school in São Paulo since the Republican Period and attempts to reorganize the learning in cycles. This part clarifies the concept of learning cycles, continuing progression and education policy in São Paulo. The second part is datas which were collected from semi- structural interviews with one pedagogic coordinator and nine Portuguese Teachers from public organization of São Carlos – São Paulo’s countryside. They have taught at 5th grade of primary school. After the interview, the challenge was to find out which were the possibilities and impasses between the education system of continuing progression and teaching- learning process of students from 5th grade. Thus, we analyze all datas and the result is that students from 5th grade present a gap concerning elementary education, and the continuing progression does not offer sufficient mechanism for the teacher to put an end on it. Continuing program means to keep the student in the school, but without the rights he has to achieve knowledge. Working in this context, the teachers is obliged to offer the minimal knowledge possible.
Descrição
Palavras-chave
Educação - Brasil, Ensino, Educação e Estado, Teaching quality, Learning Cycles, Quality of education
Como citar
SALVADOR, Juliane. Os (Im)pactos da progressão continuada na voz dos professores de língua portuguesa. 2009. 116 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2009.