Special: CENPEC study Education in the second stage of primary school

• Autor(a) principal: Mansutti, Maria Amabile
• Data de Publicação: 2007
• Outros Autores: Zelmanovits, Maria Cristina, Brant de Carvalho, Maria do Carmo, Guridi, Verónica
• Tipo de documento: Artigo
• Título da fonte: Cadernos Cenpec
• Texto Completo: http://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/12
• topic: Segunda etapa do ensino fundamental; Ensino e aprendizagem; Adolescentes; Formação de professores; Função social da escola; Second stage of primary school; Teaching and learning; Adolescents; Teacher training; Social function of the school

This study done by the Center for Studies and Research in Education, Culture and Community Action (Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária – CENPEC), with the support of Fundação Volkswagen, is aimed at finding out about and understanding the conditions in which teaching and learning are developed in the second stage of Primary School (grades 5 through 8). The study was done in 2005 and 2006, prior to expansion of this stage to include the grade 9. Using a qualitative study approach, information was collected from focus groups at three schools in the state of São Paulo, in open interviews with teachers and managers of these institutions, and from questionairres which were answered voluntarily by 568 Brazilian teachers on the Portal EducaRede website. The data showed that parents believe in the potential of school to change their children's reality. Regarding the school, it was found that in exercising their social function, they need to become take root in the community; that the relationship with the family is a field that has is still covered with mutual misunderstandings that are subject to re-signification; and that the biggest challenge for educators is time management and management of adolescent learning. The study contributed questions and recommendations on reading, text production and the ability of students to learn how to learn; wide-ranging training for teachers that leads them reinvent the school and to reinvent themselves as people and professionals; the importance of managers as leaders of a participatory project at school; and the pro-active participation of the target population – students.