A escola de 9 anos, características e impactos por meio de representações parentais: um estudo na Rede Municipal de Ensino de Araraquara

• Autor(a) principal: Fontes, Valéria Longobardo
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10771
• topic: Organização escolar; Expectativas das famílias; Ensino Fundamental de 9 anos; Ensino fundamental -- Brasil; Escolas municipais -- Araraquara, SP; Escolas -- Organizacao e administracao -- Brasil; Nine-year-long primary school; Families expectations; School organization; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The Federal Law N. 11.274/06 accomplishes the goal established in the National Plan of Education of amplifying the Primary School to nine years, enrolling the children when they are six years old. The affirmative politics aims the improvement of the teaching quality, the raising of the population's school level and the reduction of the social differences concerning the children's access and successful maintenance in the public education. Considering the local politics, the teaching systems are capable and free to build their plan of enlargement and to motivate the democratization of debates involving all the society segments. Facing this scenery, this work, carried out in 2008, aimed to understand the issues involving the implementation of local political actions, through the enlargement of the compulsory Primary School, in the municipal school net of Araraquara-SP. The family context was the object of this investigation, focusing on the impacts of this action on parents' expectations and strategies concerning their children's early school process. The theoretical reference adopted is related to Bourdieu's concepts of economic, cultural, social and symbolic capital and social space and field, which allow understanding the families' several attitudes facing the school and the school culture. The work was carried out by means of documental analysis and semi-structured interviews with parents. The results obtained by the famili1es' representations indicate that the new educational measures reverberated different the parents expectations. Some were capable of showing their judgments and critics especially in relation to: the drastic reduction of playtime; the fear of this ear1y enrollment once the children are young; lack of information to the population and lack of formative actions to the teachers. Others pointed out that they expect that effective learning would be assured and their six-year-old children would be successful during their school trajectory