Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6914 |
Resumo: | This dissertation investigates how policies are implemented in the public life of a private school and public school education in the municipality of Santa Maria, considering the extension of compulsory education in elementary school. In view of this analysis, define general objective is to identify possible changes related to daily school life experienced by teachers in the teaching profession and other subjects in the exercise of management, considering the extension of compulsory education in elementary school. We established the following objectives: To analyze the views of teachers about educational policies that increased the basic education of eight to nine years, identify the changes made in the administrative, physical and educational; know the implications and possibilities that the proposed extension of compulsory education brought to the fundamental teaching. To meet the objectives proposed in this study, we chose a qualitative approach, the case study. We favor as sources of information on structured interviews with teachers in the exercise of management and teachers in the teaching profession who work in classes that have changed. For analysis of data collected and the categories of research and its ramifications, we adopted the content analysis. Data analysis allowed to understand how educational policies, in particular, the intentions of the legislators leave the documents to legitimize the day-to-day schools. We analyzed that the lack of subsidies and guidelines on the proposal before and during the implementation process, feelings of doubt, insecurity and discomfort were experienced by teachers in the teaching profession and the administration and parents. Even colleagues with knowledge of the public policy of the EF of nine years, were considered insufficient. Because of the school community does not feel like participants in the construction of the legal prerogative flagged, it arrived in a hierarchical and imposed. By promoting the mandatory inclusion of the child at six years old at the EF school everyday, we can say that destructured what was hitherto established. To fulfill its role in legitimizing public policy, schools have sought, within its limitations, implement the proposal. Changes in the daily school driven by experienced teachers in the teaching profession and financial management were significant in both contexts. The dialogues contained tissue with colleagues led us to explore the various implications and multiple possibilities that the proposed extension of compulsory primary education brought to the teaching practices experienced. We conclude that the policy of expansion of the EF of nine years is in the process studied in the everyday. Well, to say that there were improvements in the quality of learning, the acquisition of knowledge such as literacy and literacy, it takes time, constant monitoring and evaluation. We assume also the legitimization of PE nine years in education is linked to educational performance, considering that there are laws that promote the changes to ensure the qualification in education, but the teaching practices developed by teachers. It is they who, daily, experience the educational practices in the current education system. |
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2010-07-072010-07-072010-03-26ANTUNES, Jucemara. Elementary for nine years: the search for life in school legitimation. 2010. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2010.http://repositorio.ufsm.br/handle/1/6914This dissertation investigates how policies are implemented in the public life of a private school and public school education in the municipality of Santa Maria, considering the extension of compulsory education in elementary school. In view of this analysis, define general objective is to identify possible changes related to daily school life experienced by teachers in the teaching profession and other subjects in the exercise of management, considering the extension of compulsory education in elementary school. We established the following objectives: To analyze the views of teachers about educational policies that increased the basic education of eight to nine years, identify the changes made in the administrative, physical and educational; know the implications and possibilities that the proposed extension of compulsory education brought to the fundamental teaching. To meet the objectives proposed in this study, we chose a qualitative approach, the case study. We favor as sources of information on structured interviews with teachers in the exercise of management and teachers in the teaching profession who work in classes that have changed. For analysis of data collected and the categories of research and its ramifications, we adopted the content analysis. Data analysis allowed to understand how educational policies, in particular, the intentions of the legislators leave the documents to legitimize the day-to-day schools. We analyzed that the lack of subsidies and guidelines on the proposal before and during the implementation process, feelings of doubt, insecurity and discomfort were experienced by teachers in the teaching profession and the administration and parents. Even colleagues with knowledge of the public policy of the EF of nine years, were considered insufficient. Because of the school community does not feel like participants in the construction of the legal prerogative flagged, it arrived in a hierarchical and imposed. By promoting the mandatory inclusion of the child at six years old at the EF school everyday, we can say that destructured what was hitherto established. To fulfill its role in legitimizing public policy, schools have sought, within its limitations, implement the proposal. Changes in the daily school driven by experienced teachers in the teaching profession and financial management were significant in both contexts. The dialogues contained tissue with colleagues led us to explore the various implications and multiple possibilities that the proposed extension of compulsory primary education brought to the teaching practices experienced. We conclude that the policy of expansion of the EF of nine years is in the process studied in the everyday. Well, to say that there were improvements in the quality of learning, the acquisition of knowledge such as literacy and literacy, it takes time, constant monitoring and evaluation. We assume also the legitimization of PE nine years in education is linked to educational performance, considering that there are laws that promote the changes to ensure the qualification in education, but the teaching practices developed by teachers. It is they who, daily, experience the educational practices in the current education system.Esta dissertação investiga como são implementadas as políticas públicas no cotidiano de uma escola particular e de uma escola pública estadual de ensino do município de Santa Maria, considerando a ampliação da escolarização obrigatória no Ensino Fundamental. Na perspectiva desta análise, definimos como objetivo geral: identificar as possíveis mudanças impulsionadas no cotidiano escolar vividas pelos professores no exercício da docência e nos demais sujeitos no exercício da gestão, considerando a ampliação da escolarização obrigatória no Ensino Fundamental. Estabelecemos como objetivos específicos: Analisar as concepções dos professores acerca da política educacional que ampliou o Ensino Fundamental de oito para nove anos; Identificar as mudanças realizadas no âmbito administrativo, físico e pedagógico; Conhecer as implicações e possibilidades que a proposta de ampliação obrigatória do ensino fundamental trouxe para as práticas pedagógicas. Para atendermos os objetivos propostos neste estudo, optamos pela abordagem qualitativa, do tipo estudo de caso. Privilegiamos como fontes de informações a entrevista semiestruturada com os professores no exercício da gestão e professores no exercício da docência que atuam nas turmas que já sofreram alterações. Para análise dos dados coletados e das categorias de investigação e suas ramificações, adotamos a análise de conteúdo. A análise dos dados possibilitaram compreender como as políticas educacionais, em particular, as intenções dos legisladores saem dos documentos para se legitimar no dia-a-dia das escolas. Analisamos que, pela falta de subsídios e orientações sobre a proposta, antes e durante o processo de implementação, sentimentos de dúvidas, desconforto e insegurança foram vivenciados pelos professores nos exercício da docência e da gestão e pais. Mesmo os colegas tendo conhecimentos sobre a política pública do EF de nove anos, foram considerados insuficientes. Pelo fato da comunidade escolar não sentir participantes da construção da prerrogativa legal sinalizada, esta chegou de forma hierárquica e imposta. Ao promover a inclusão obrigatória da criança aos seis anos de idade no EF nos cotidianos escolares, podemos dizer que desestruturou o que estava, até então, estabelecido. Para cumprir com seu papel de legitimadora das políticas públicas, as escolas buscaram, dentro de suas limitações, implementar a proposta. As mudanças impulsionadas no cotidiano escolar vividas pelos professores no exercício da docência e no exercício da gestão foram significativas em ambos os contextos. Os diálogos constantes tecidos com os colegas nos levaram a conhecer as diversas implicações e múltiplas possibilidades que a proposta de ampliação obrigatória do ensino fundamental trouxe para as práticas pedagógicas vividas. Concluímos que a Política de ampliação do EF de nove anos está em processo de implementação, mas ainda distante de estar legitimado nos cotidianos estudados. Pois, para se dizer que houve melhoras na qualidade da aprendizagem, na aquisição de conhecimentos como a alfabetização e o letramento, é preciso tempo, acompanhamento e avaliações constantes. Pressupomos, também, que a legitimação do EF de nove anos em educação esteja vinculada à atuação docente, considerando que não são as leis que promoverão as modificações para garantir a qualificação no processo educativo, mas as práticas pedagógicas desenvolvidas pelos professores. São eles que, cotidianamente, vivenciam as práticas educativas no atual sistema de ensino.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoPolíticas públicasEducação obrigatóriaEnsino fundamental de nove anosCotidiano escolarPublic policyCompulsory educationBasic education of nine yearsSchool practicesCNPQ::CIENCIAS HUMANAS::EDUCACAOEnsino fundamental de nove anos: em busca da legitimação no cotidiano escolarElementary for nine years: the search for life in school legitimationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisSarturi, Rosane Carneirohttp://lattes.cnpq.br/4133511150582100Machado, Carmen Lucia Bezerrahttp://lattes.cnpq.br/3967166052798504Veiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468http://lattes.cnpq.br/9617235143281727Antunes, Jucemara7008000000064003005003003007cc07b51-a95a-4ed8-986c-0cf8b343f645dc7b3ff8-d0a4-4906-87f2-85ccd8496973a589fd64-c18e-42e7-b08d-4e005d127948702e0d1f-8bdb-4b70-8659-8d3f50a37e71info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALANTUNES, JUCEMARA.pdfapplication/pdf1272343http://repositorio.ufsm.br/bitstream/1/6914/1/ANTUNES%2c%20JUCEMARA.pdf8fb3c602fb3ff1638ac1498a91b9610bMD51TEXTANTUNES, JUCEMARA.pdf.txtANTUNES, JUCEMARA.pdf.txtExtracted texttext/plain468292http://repositorio.ufsm.br/bitstream/1/6914/2/ANTUNES%2c%20JUCEMARA.pdf.txt66eb28c17e9d8688f62254db230713bdMD52THUMBNAILANTUNES, JUCEMARA.pdf.jpgANTUNES, JUCEMARA.pdf.jpgIM Thumbnailimage/jpeg4954http://repositorio.ufsm.br/bitstream/1/6914/3/ANTUNES%2c%20JUCEMARA.pdf.jpgf88a68d30dea0dfa0f1c5bf52cd49169MD531/69142022-02-01 16:02:43.638oai:repositorio.ufsm.br:1/6914Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-02-01T19:02:43Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar |
dc.title.alternative.eng.fl_str_mv |
Elementary for nine years: the search for life in school legitimation |
title |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar |
spellingShingle |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar Antunes, Jucemara Políticas públicas Educação obrigatória Ensino fundamental de nove anos Cotidiano escolar Public policy Compulsory education Basic education of nine years School practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar |
title_full |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar |
title_fullStr |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar |
title_full_unstemmed |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar |
title_sort |
Ensino fundamental de nove anos: em busca da legitimação no cotidiano escolar |
author |
Antunes, Jucemara |
author_facet |
Antunes, Jucemara |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sarturi, Rosane Carneiro |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4133511150582100 |
dc.contributor.referee1.fl_str_mv |
Machado, Carmen Lucia Bezerra |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3967166052798504 |
dc.contributor.referee2.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9617235143281727 |
dc.contributor.author.fl_str_mv |
Antunes, Jucemara |
contributor_str_mv |
Sarturi, Rosane Carneiro Machado, Carmen Lucia Bezerra Veiga, Adriana Moreira da Rocha |
dc.subject.por.fl_str_mv |
Políticas públicas Educação obrigatória Ensino fundamental de nove anos Cotidiano escolar |
topic |
Políticas públicas Educação obrigatória Ensino fundamental de nove anos Cotidiano escolar Public policy Compulsory education Basic education of nine years School practices CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Public policy Compulsory education Basic education of nine years School practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation investigates how policies are implemented in the public life of a private school and public school education in the municipality of Santa Maria, considering the extension of compulsory education in elementary school. In view of this analysis, define general objective is to identify possible changes related to daily school life experienced by teachers in the teaching profession and other subjects in the exercise of management, considering the extension of compulsory education in elementary school. We established the following objectives: To analyze the views of teachers about educational policies that increased the basic education of eight to nine years, identify the changes made in the administrative, physical and educational; know the implications and possibilities that the proposed extension of compulsory education brought to the fundamental teaching. To meet the objectives proposed in this study, we chose a qualitative approach, the case study. We favor as sources of information on structured interviews with teachers in the exercise of management and teachers in the teaching profession who work in classes that have changed. For analysis of data collected and the categories of research and its ramifications, we adopted the content analysis. Data analysis allowed to understand how educational policies, in particular, the intentions of the legislators leave the documents to legitimize the day-to-day schools. We analyzed that the lack of subsidies and guidelines on the proposal before and during the implementation process, feelings of doubt, insecurity and discomfort were experienced by teachers in the teaching profession and the administration and parents. Even colleagues with knowledge of the public policy of the EF of nine years, were considered insufficient. Because of the school community does not feel like participants in the construction of the legal prerogative flagged, it arrived in a hierarchical and imposed. By promoting the mandatory inclusion of the child at six years old at the EF school everyday, we can say that destructured what was hitherto established. To fulfill its role in legitimizing public policy, schools have sought, within its limitations, implement the proposal. Changes in the daily school driven by experienced teachers in the teaching profession and financial management were significant in both contexts. The dialogues contained tissue with colleagues led us to explore the various implications and multiple possibilities that the proposed extension of compulsory primary education brought to the teaching practices experienced. We conclude that the policy of expansion of the EF of nine years is in the process studied in the everyday. Well, to say that there were improvements in the quality of learning, the acquisition of knowledge such as literacy and literacy, it takes time, constant monitoring and evaluation. We assume also the legitimization of PE nine years in education is linked to educational performance, considering that there are laws that promote the changes to ensure the qualification in education, but the teaching practices developed by teachers. It is they who, daily, experience the educational practices in the current education system. |
publishDate |
2010 |
dc.date.accessioned.fl_str_mv |
2010-07-07 |
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2010-07-07 |
dc.date.issued.fl_str_mv |
2010-03-26 |
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ANTUNES, Jucemara. Elementary for nine years: the search for life in school legitimation. 2010. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2010. |
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http://repositorio.ufsm.br/handle/1/6914 |
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ANTUNES, Jucemara. Elementary for nine years: the search for life in school legitimation. 2010. 202 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2010. |
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http://repositorio.ufsm.br/handle/1/6914 |
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