Progressão continuada na rede pública do estado de São Paulo: seus impactos pedagógicos segundo a visão docente

• Autor(a) principal: Torres, Antonio Carlos
• Data de Publicação: 2004
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/tede/handle/tede/474
• topic: Educação; Progressão continuada; Rede pública; Education; Continuing progression in the public elementary school; Educational politics in Brazil; CIENCIAS HUMANAS::EDUCACAO

This essay propose, after some years of the continuing progression in the public elementary school in State of São Paulo, the research with focus in the pedagogical to enhance how the teachers feel, day-after-day, the impacts of the continuing progression in their work. This research has on exploratory and quality view as a methodology way. Trying to understand the impacts in the teachers pedagogical work, interviews and questionnaires were used to collect data. In order to understand better the theme, was necessary a study towards the changes in the Federal State occurred in the decade ( 1990). Perceived those reform was assimilate and followed by São Paulo State, that set up the continuing progression in order to reduce the costs and not really a necessity came from studies about all the interested parts, specially the teacher, who was lightened this process. According to the educational politics set up by from São Paulo government after 1995, during Covas and Alckmin s governments, that directly or indirectly influence the pedagogical work of the teacher, it was necessary to make a retrospection of the educational politics in Brazil during the 20 th century, and mainly, a historical study towards the set up measures of the SP government, for example Sampaio Doria in 1920. It was extremely important the discussion of the academic speeches: APEOESP s research and forum in 2002 developed by Education State Secretary of São Paulo, about the politics nowadays of continuing progression in the public elementary school in State of São Paulo. The theachers, as agents of this research, talked about the impacts of the progression in their pedagogical work. This study, with all the works finished had from the teacher s speeches about the continuing progression, analyses the real acceptability of this system, about what the progression misses and should be, as well as the constant complaints about the teachers absence in the set up of this system and concerning those ones who would have their responsibles about the real situation of the situation of the public school, with emphasis in having the pedagogical teaching.