A (des)articulação do ensino fundamental e a formação dos professores

• Autor(a) principal: Santos, Maurício Pastor
• Data de Publicação: 2017
• Outros Autores: Gisi, Maria Lourdes [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://dx.doi.org/10.24109/2176-6681.rbep.98i248.2526; http://hdl.handle.net/11449/212183
• topic: municipalization; elementary school; teacher training.; municipalização; ensino fundamental; formação de professores.

This study intends to analyze the school routine and the pedagogical practices characteristic of inicial and final years of elementary school, considering the municipalization process that occurred in the state of Paraná in recent decades and the sharp increase in the rate of age-grade distortion and in the rate of grade failure in the 6th year, calculated by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). The focus is on the research on the disarticulation that exists within the same stage of basic education, contemplating the viewpoint of education professionals who work directly with these students. The data were collected by means of interviews with 20 teachers from state schools in the city of Curitiba who teach in the 6th grade; documental analysis on the current legislation; data released by Inep/Ministério da Educação (MEC); and studies about this subject. The analysis unveiled the need for collaborative initiatives that promote the expansion of the joint discussion between teachers who work in each of those phases, given that the present difficulties in this transition, identified by the research, became evident not only in the state schools but also in municipal ones that offer the two phases of elementary school. Therefore, it is inevitable to consider the difficulties related to the curricular structure and pedagogical practices, which are different in both phases and which present indications associated with learning difficulties.