A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/898 |
Resumo: | This research is part of the Master´s degree Course in Education PPGE/IE/UFMT, in the Research Line School Organization, Training and Pedagogical Practices, and is linked to the Research Group Curriculum, Training and School Practices – GPCFOPE. This investigation takes a part of the proposal given by the School Organized by Cycles in the Municipal Public Education System of Cuiabá-MT, aiming at studying one of its main issues, the Learning Support Room. One of the objectives of this room is to assist the students that have difficulty in the learning process during the school phases/cycles. The guiding issue is summarized in the following question: how do teachers working in some schools organized by cycles of the municipal school systems of Cuiabá (re)contextualize the curriculum in the learning support room? From this questioning, this research aims to understand how the teachers (re)contextualize the school curriculum in the learning support room of schools organized by cycles in the municipal school system of Cuiabá/MT. The construction of the theoretical approach occurs through Ball (2002, 2004), Bernstein (1990) and Lopes´s contributions (2008) on the (re)contextualization theme. As a reference the dialogue among the scholars about the organization by cycle in the Brazilian school education, Mainardes (2007), Fernandes (2006), Barreto and Mitrulis (1999, 2004), Krug (2001), Fetzner (2007), Freitas (2004), and about the continued teacher´s training, Imbernón (2006), Garcia (1999) and Giroux (1997), and about the theme of human development, Wallon (1995), Piaget (2010) and Vygostsky (2010) is used. The curricular issues are based on the theoreticians: Silva (2007), Moreira (1999), Sacristán (2000) and mainly Pacheco (1996). The methodology used is of an interpretative qualitative approach, opting for the cycle of policies proposed by Ball et al. (2002). The subjects of the research are 29 (twenty-nine) teachers, and 05 (five) teaching in the Learning Support Room, 15 (fifteen) others, that have students who attend this class. 06 (six) pedagogical coordinators and 03 (three) school directors are also included, that contribute with data to subsidy the contextualization of the research object. For the data collection, official documents from the Municipal Secretariat of Education of Cuiabá-MT and of 04 (four) schools, questionnaires and observation in the learning support room were used. The data analysis indicates that the curricular policies in the cycle conception comprise both in the texts of the official (re)contextualization field and in the pedagogical (re)contextualization field. The texts produced from 1998 to 2000 and the new texts produced from 2007 to 2011, in the municipal school system, are documents that are always in an unfinished process with multiple readings and (re)readings in a constant interpretation and reinterpretation. And also in the case of the schools being studied, do not escape from the rules of (re)contextualization of the official and non official field, that present in their documents the process of (re)contextualization, since they are fragment reconstituted in the practice context, mixtures among several trends about the cycle and conception of a curriculum. |
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A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MTCiclo de políticasPolíticas de ciclosRecontextualização curricularSala de apoio à aprendizagem.CNPQ::CIENCIAS HUMANAS::EDUCACAOPolicies of cycleCycle of policiesCurricular (re)contextualizationLearning support roomThis research is part of the Master´s degree Course in Education PPGE/IE/UFMT, in the Research Line School Organization, Training and Pedagogical Practices, and is linked to the Research Group Curriculum, Training and School Practices – GPCFOPE. This investigation takes a part of the proposal given by the School Organized by Cycles in the Municipal Public Education System of Cuiabá-MT, aiming at studying one of its main issues, the Learning Support Room. One of the objectives of this room is to assist the students that have difficulty in the learning process during the school phases/cycles. The guiding issue is summarized in the following question: how do teachers working in some schools organized by cycles of the municipal school systems of Cuiabá (re)contextualize the curriculum in the learning support room? From this questioning, this research aims to understand how the teachers (re)contextualize the school curriculum in the learning support room of schools organized by cycles in the municipal school system of Cuiabá/MT. The construction of the theoretical approach occurs through Ball (2002, 2004), Bernstein (1990) and Lopes´s contributions (2008) on the (re)contextualization theme. As a reference the dialogue among the scholars about the organization by cycle in the Brazilian school education, Mainardes (2007), Fernandes (2006), Barreto and Mitrulis (1999, 2004), Krug (2001), Fetzner (2007), Freitas (2004), and about the continued teacher´s training, Imbernón (2006), Garcia (1999) and Giroux (1997), and about the theme of human development, Wallon (1995), Piaget (2010) and Vygostsky (2010) is used. The curricular issues are based on the theoreticians: Silva (2007), Moreira (1999), Sacristán (2000) and mainly Pacheco (1996). The methodology used is of an interpretative qualitative approach, opting for the cycle of policies proposed by Ball et al. (2002). The subjects of the research are 29 (twenty-nine) teachers, and 05 (five) teaching in the Learning Support Room, 15 (fifteen) others, that have students who attend this class. 06 (six) pedagogical coordinators and 03 (three) school directors are also included, that contribute with data to subsidy the contextualization of the research object. For the data collection, official documents from the Municipal Secretariat of Education of Cuiabá-MT and of 04 (four) schools, questionnaires and observation in the learning support room were used. The data analysis indicates that the curricular policies in the cycle conception comprise both in the texts of the official (re)contextualization field and in the pedagogical (re)contextualization field. The texts produced from 1998 to 2000 and the new texts produced from 2007 to 2011, in the municipal school system, are documents that are always in an unfinished process with multiple readings and (re)readings in a constant interpretation and reinterpretation. And also in the case of the schools being studied, do not escape from the rules of (re)contextualization of the official and non official field, that present in their documents the process of (re)contextualization, since they are fragment reconstituted in the practice context, mixtures among several trends about the cycle and conception of a curriculum.Esta pesquisa insere-se no Curso de Mestrado em Educação PPGE/IE/UFMT, na Linha de Pesquisa Organização Escolar, Formação e Práticas Pedagógicas, e está vinculada ao Grupo de Pesquisa Currículo, Formação e Práticas Escolares – GPCFOPE. Esta investigação faz um recorte da proposta da Escola Organizada por Ciclos na Rede Pública Municipal de Educação de Cuiabá-MT, tendo como objeto de estudo um dos seus pilares, a Sala de Apoio à Aprendizagem. Uma das finalidades dessa sala é atender os alunos que apresentam dificuldade no processo de aprendizagem no percurso escolar das etapas/ciclos. A questão norteadora se constitui na seguinte indagação: como os professores de 04 (quatro) escolas organizadas por ciclos da rede pública municipal de Cuiabá recontextualizam o currículo na sala de apoio à aprendizagem? A partir desse questionamento, esta pesquisa tem como objetivo compreender como os professores recontextualizam o currículo escolar na sala de apoio à aprendizagem de escolas organizadas por ciclos na rede pública municipal de educação de Cuiabá/MT. A tessitura do aporte teórico dá-se pelas contribuições de Ball (2002, 2004), Bernstein (1990) e Lopes (2008) sobre a temática da recontextualização. Tem-se por referência o diálogo dos estudiosos da organização por ciclo na educação escolar brasileira, Mainardes (2007), Fernandes (2006, 2011), Barreto e Mitrulis (1999, 2004), Krug (2001), Fetzner (2007), Freitas (2004), e, sobre a formação continuada de professores, Imbernón (2006), Garcia (1999) e Giroux (1997), e, na temática do desenvolvimento humano, as contribuições de Wallon (1995), Piaget (2010) e Vygostsky (2010). As questões curriculares embasam-se nos teóricos: Silva (2007), Moreira (1999), Sacristán (2000), Pacheco (1996), principalmente. A metodologia utilizada é de cunho qualitativo interpretativo, optando-se pela abordagem do ciclo de políticas proposta por Ball et al. (2002). Os sujeitos da pesquisa são 29 (vinte e nove) professores, sendo 05 (cinco) que lecionam na Sala de Apoio à Aprendizagem, 15 (quinze) regentes, que têm alunos que frequentam essa sala. Incluem-se ainda 06 (seis) coordenadores pedagógicos e 03 (três) diretores escolares, que contribuem com dados para subsidiar a contextualização do objeto da pesquisa. Para levantamento dos dados, foram utilizados documentos oficiais da Secretaria Municipal de Educação de Cuiabá-MT e de 04 (quatro) escolas, questionários e observação na sala de apoio à aprendizagem. A análise dos dados indica que as políticas curriculares na concepção de ciclo abrangem tanto nos textos do campo da recontextualização oficiais como no campo da recontextualização pedagógica. Os textos produzidos no período de 1998 a 2000 e os novos textos produzidos de 2007 a 2011, na rede pública municipal, são documentos que estão sempre em processo de vir a ser, com múltiplas leituras e releituras numa constante interpretação e reinterpretação. E também, no caso das escolas estudadas, não fogem às regras da recontextualização do campo oficial e não oficial, que dissertam em seus documentos o processo de recontextualização, pois são fragmentos reconstituídos no contexto da prática, misturas entre várias tendências sobre o ciclo e concepção de currículo.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoFernandes, Jorcelina Elisabethhttp://lattes.cnpq.br/3087387830121427Fernandes, Jorcelina Elisabeth103.127.491-04http://lattes.cnpq.br/3087387830121427Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435103.127.491-04Fetzner, Andréa Rosana377.977.780-00http://lattes.cnpq.br/1794350930106112Silva, Luci Oliveira Santana da2019-03-07T15:33:43Z2012-11-092019-03-07T15:33:43Z2012-09-14info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSILVA, Luci Oliveira Santana da. A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT. 2012. 246 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012.http://ri.ufmt.br/handle/1/898porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2019-03-14T07:01:59Zoai:localhost:1/898Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2019-03-14T07:01:59Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT |
title |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT |
spellingShingle |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT Silva, Luci Oliveira Santana da Ciclo de políticas Políticas de ciclos Recontextualização curricular Sala de apoio à aprendizagem. CNPQ::CIENCIAS HUMANAS::EDUCACAO Policies of cycle Cycle of policies Curricular (re)contextualization Learning support room |
title_short |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT |
title_full |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT |
title_fullStr |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT |
title_full_unstemmed |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT |
title_sort |
A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT |
author |
Silva, Luci Oliveira Santana da |
author_facet |
Silva, Luci Oliveira Santana da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Fernandes, Jorcelina Elisabeth http://lattes.cnpq.br/3087387830121427 Fernandes, Jorcelina Elisabeth 103.127.491-04 http://lattes.cnpq.br/3087387830121427 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 103.127.491-04 Fetzner, Andréa Rosana 377.977.780-00 http://lattes.cnpq.br/1794350930106112 |
dc.contributor.author.fl_str_mv |
Silva, Luci Oliveira Santana da |
dc.subject.por.fl_str_mv |
Ciclo de políticas Políticas de ciclos Recontextualização curricular Sala de apoio à aprendizagem. CNPQ::CIENCIAS HUMANAS::EDUCACAO Policies of cycle Cycle of policies Curricular (re)contextualization Learning support room |
topic |
Ciclo de políticas Políticas de ciclos Recontextualização curricular Sala de apoio à aprendizagem. CNPQ::CIENCIAS HUMANAS::EDUCACAO Policies of cycle Cycle of policies Curricular (re)contextualization Learning support room |
description |
This research is part of the Master´s degree Course in Education PPGE/IE/UFMT, in the Research Line School Organization, Training and Pedagogical Practices, and is linked to the Research Group Curriculum, Training and School Practices – GPCFOPE. This investigation takes a part of the proposal given by the School Organized by Cycles in the Municipal Public Education System of Cuiabá-MT, aiming at studying one of its main issues, the Learning Support Room. One of the objectives of this room is to assist the students that have difficulty in the learning process during the school phases/cycles. The guiding issue is summarized in the following question: how do teachers working in some schools organized by cycles of the municipal school systems of Cuiabá (re)contextualize the curriculum in the learning support room? From this questioning, this research aims to understand how the teachers (re)contextualize the school curriculum in the learning support room of schools organized by cycles in the municipal school system of Cuiabá/MT. The construction of the theoretical approach occurs through Ball (2002, 2004), Bernstein (1990) and Lopes´s contributions (2008) on the (re)contextualization theme. As a reference the dialogue among the scholars about the organization by cycle in the Brazilian school education, Mainardes (2007), Fernandes (2006), Barreto and Mitrulis (1999, 2004), Krug (2001), Fetzner (2007), Freitas (2004), and about the continued teacher´s training, Imbernón (2006), Garcia (1999) and Giroux (1997), and about the theme of human development, Wallon (1995), Piaget (2010) and Vygostsky (2010) is used. The curricular issues are based on the theoreticians: Silva (2007), Moreira (1999), Sacristán (2000) and mainly Pacheco (1996). The methodology used is of an interpretative qualitative approach, opting for the cycle of policies proposed by Ball et al. (2002). The subjects of the research are 29 (twenty-nine) teachers, and 05 (five) teaching in the Learning Support Room, 15 (fifteen) others, that have students who attend this class. 06 (six) pedagogical coordinators and 03 (three) school directors are also included, that contribute with data to subsidy the contextualization of the research object. For the data collection, official documents from the Municipal Secretariat of Education of Cuiabá-MT and of 04 (four) schools, questionnaires and observation in the learning support room were used. The data analysis indicates that the curricular policies in the cycle conception comprise both in the texts of the official (re)contextualization field and in the pedagogical (re)contextualization field. The texts produced from 1998 to 2000 and the new texts produced from 2007 to 2011, in the municipal school system, are documents that are always in an unfinished process with multiple readings and (re)readings in a constant interpretation and reinterpretation. And also in the case of the schools being studied, do not escape from the rules of (re)contextualization of the official and non official field, that present in their documents the process of (re)contextualization, since they are fragment reconstituted in the practice context, mixtures among several trends about the cycle and conception of a curriculum. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-11-09 2012-09-14 2019-03-07T15:33:43Z 2019-03-07T15:33:43Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
SILVA, Luci Oliveira Santana da. A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT. 2012. 246 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012. http://ri.ufmt.br/handle/1/898 |
identifier_str_mv |
SILVA, Luci Oliveira Santana da. A sala de apoio à aprendizagem na organização da escola em ciclos da rede pública municipal de Cuiabá-MT. 2012. 246 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2012. |
url |
http://ri.ufmt.br/handle/1/898 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFMT instname:Universidade Federal de Mato Grosso (UFMT) instacron:UFMT |
instname_str |
Universidade Federal de Mato Grosso (UFMT) |
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UFMT |
institution |
UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
repository.mail.fl_str_mv |
jordanbiblio@gmail.com |
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