Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos
Autor(a) principal: | |
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Data de Publicação: | 2018 |
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/21419 |
Resumo: | The Reading Room (SL), a program of the Municipal Department of Education of São Paulo, was created in 1972, taking into account the increasing value of reading concepts as a basic element in the formation of thought and interpretation of the world. It is also the result of the movement of educators and teachers, concerned with the low performance of students in this area, understood as support for the general formation of the student. Over time, the Program has been consolidated and expanded, with human resources of 870 Reading Room Teachers (POSL); financial and material, with 565 SL intended specifically for this purpose. It became a policy of training teachers and students, which in 2018 reached 420,000 in elementary school. In its current proposal (2018), described by Ordinance no. 7655/15, it is necessary that all areas of knowledge be articulated to the Reading Room. In order to understand how this dynamics happens, the present dissertation proposed to listen to some of the subjects responsible for SL, in a total of 8 people: Reading Room teachers (POSL) and Pedagogical Coordinators (CP) of the municipal network of São Paulo. Semi-structured interviews and analysis of legal documents, such as ordinances, decrees and the Politico-Pedagogical Projects of four selected schools were carried out. The objective was to verify if the articulation provided for in the Ordinance is contemplated in the Political-Pedagogical Project, if it exists in the legislation and also in the practice of each school and if there is openness to new perspectives of articulation of the reading with other areas of knowledge in the curriculum and daily life school. The study evidenced the absence of articulation between the areas and the non-compliance of the Ordinance, either partially or in its entirety, for some of the interviewees. The work also sought to identify the positive and negative aspects of each school unit (UE) and its respective projects involving the Reading Room. In this construction, the pedagogical challenge of SL and its mediations within schools was evident, which also introduces new perceptions of the challenges, not only for the city's Public Education, but also for the country's public policies regarding reading, as a basic element of the formation of values and learning |
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Almeida, Fernando José dehttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4404187T7Silva, Thais Lemes da2018-09-17T12:17:51Z2018-08-17Silva, Thais Lemes da. Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos. 2018. 145 f. + 202 f. Anexos. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21419The Reading Room (SL), a program of the Municipal Department of Education of São Paulo, was created in 1972, taking into account the increasing value of reading concepts as a basic element in the formation of thought and interpretation of the world. It is also the result of the movement of educators and teachers, concerned with the low performance of students in this area, understood as support for the general formation of the student. Over time, the Program has been consolidated and expanded, with human resources of 870 Reading Room Teachers (POSL); financial and material, with 565 SL intended specifically for this purpose. It became a policy of training teachers and students, which in 2018 reached 420,000 in elementary school. In its current proposal (2018), described by Ordinance no. 7655/15, it is necessary that all areas of knowledge be articulated to the Reading Room. In order to understand how this dynamics happens, the present dissertation proposed to listen to some of the subjects responsible for SL, in a total of 8 people: Reading Room teachers (POSL) and Pedagogical Coordinators (CP) of the municipal network of São Paulo. Semi-structured interviews and analysis of legal documents, such as ordinances, decrees and the Politico-Pedagogical Projects of four selected schools were carried out. The objective was to verify if the articulation provided for in the Ordinance is contemplated in the Political-Pedagogical Project, if it exists in the legislation and also in the practice of each school and if there is openness to new perspectives of articulation of the reading with other areas of knowledge in the curriculum and daily life school. The study evidenced the absence of articulation between the areas and the non-compliance of the Ordinance, either partially or in its entirety, for some of the interviewees. The work also sought to identify the positive and negative aspects of each school unit (UE) and its respective projects involving the Reading Room. In this construction, the pedagogical challenge of SL and its mediations within schools was evident, which also introduces new perceptions of the challenges, not only for the city's Public Education, but also for the country's public policies regarding reading, as a basic element of the formation of values and learningA Sala de Leitura (SL), programa da Secretaria Municipal de Educação de São Paulo, foi criada em 1972, atendendo a crescente valorização dos conceitos de leitura como elemento básico da formação de pensamento e de interpretação do mundo. Também é fruto do movimento de educadores e professores, preocupados com o baixo desempenho dos alunos nessa área, entendida como suporte da formação geral do aluno. Ao longo do tempo, o Programa foi consolidado e ampliado, com recursos humanos de 870 Professores Orientadores da Sala de Leitura (POSL); financeiros e materiais, com 565 SL destinados especificamente para esse fim. Tornou-se uma política de formação de quadros de professores e de alunos, que, em 2018, atingiu o número de 420 mil no ensino fundamental. Em sua proposta atual (2018), descrita pela Portaria no 7655/15, é necessário que todas as áreas de conhecimento estejam articuladas à Sala de Leitura. Para compreender como essa dinâmica acontece, a presente dissertação se propôs a ouvir alguns dos sujeitos responsáveis pela SL, num total de 8 pessoas: Professores Orientadores da Sala de Leitura (POSL) e Coordenadores Pedagógicos (CP) da Rede Municipal de Ensino de São Paulo. Foram realizadas entrevistas semiestruturadas e análise de documentos legais, como portarias, decretos e os Projetos Politico-Pedagógicos de quatro escolas selecionadas. O objetivo foi verificar se a articulação prevista na Portaria está contemplada no Projeto Político-Pedagógico, se existe na legislação e também na prática de cada escola e se há abertura para novas perspectivas de articulação da leitura com outras áreas do conhecimento no currículo e no cotidiano escolar. O estudo evidenciou ausência de articulação entre as áreas e o não cumprimento da Portaria, seja parcialmente ou em sua totalidade, para alguns dos entrevistados. O trabalho procurou identificar, ainda, os aspectos positivos e negativos de cada unidade escolar (UE) e de seus respectivos projetos envolvendo a Sala de Leitura. Nessa construção ficou evidente o desafio pedagógico da SL e suas mediações dentro das escolas, o que lança também novas percepções dos desafios, não só para a Educação Pública da cidade, mas também para políticas públicas do País com relação à leitura, como elemento básico da formação de valores e de aprendizagemCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/46640/Thais%20Lemes%20da%20Silva.pdf.jpghttp://tede2.pucsp.br/tede/retrieve/46641/Thais%20Lemes%20da%20Silva%20-%20Anexos.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoSala de leituraArticulação pedagógicaCurrículoProjeto Sala de Leitura da Rede Municipal de Ensino de São PauloReading roomPedagogical articulationCurriculumCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOSala de leitura nas escolas municipais de São Paulo: desafios pedagógicosThe reading room in municipal schools of São Paulo: pedagogical challengesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTThais Lemes da Silva.pdf.txtThais Lemes da Silva.pdf.txtExtracted texttext/plain323692https://repositorio.pucsp.br/xmlui/bitstream/handle/21419/6/Thais%20Lemes%20da%20Silva.pdf.txtadb5ab0724f0b85e9196278d2bc28f1dMD56Thais Lemes da Silva - Anexos.pdf.txtThais Lemes da Silva - Anexos.pdf.txtExtracted texttext/plain446932https://repositorio.pucsp.br/xmlui/bitstream/handle/21419/7/Thais%20Lemes%20da%20Silva%20-%20Anexos.pdf.txt9721b0dc8897365a9fd07625f31b90d6MD57LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos |
dc.title.alternative.eng.fl_str_mv |
The reading room in municipal schools of São Paulo: pedagogical challenges |
title |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos |
spellingShingle |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos Silva, Thais Lemes da Sala de leitura Articulação pedagógica Currículo Projeto Sala de Leitura da Rede Municipal de Ensino de São Paulo Reading room Pedagogical articulation Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos |
title_full |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos |
title_fullStr |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos |
title_full_unstemmed |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos |
title_sort |
Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos |
author |
Silva, Thais Lemes da |
author_facet |
Silva, Thais Lemes da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Almeida, Fernando José de |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4404187T7 |
dc.contributor.author.fl_str_mv |
Silva, Thais Lemes da |
contributor_str_mv |
Almeida, Fernando José de |
dc.subject.por.fl_str_mv |
Sala de leitura Articulação pedagógica Currículo Projeto Sala de Leitura da Rede Municipal de Ensino de São Paulo |
topic |
Sala de leitura Articulação pedagógica Currículo Projeto Sala de Leitura da Rede Municipal de Ensino de São Paulo Reading room Pedagogical articulation Curriculum CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Reading room Pedagogical articulation Curriculum |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
The Reading Room (SL), a program of the Municipal Department of Education of São Paulo, was created in 1972, taking into account the increasing value of reading concepts as a basic element in the formation of thought and interpretation of the world. It is also the result of the movement of educators and teachers, concerned with the low performance of students in this area, understood as support for the general formation of the student. Over time, the Program has been consolidated and expanded, with human resources of 870 Reading Room Teachers (POSL); financial and material, with 565 SL intended specifically for this purpose. It became a policy of training teachers and students, which in 2018 reached 420,000 in elementary school. In its current proposal (2018), described by Ordinance no. 7655/15, it is necessary that all areas of knowledge be articulated to the Reading Room. In order to understand how this dynamics happens, the present dissertation proposed to listen to some of the subjects responsible for SL, in a total of 8 people: Reading Room teachers (POSL) and Pedagogical Coordinators (CP) of the municipal network of São Paulo. Semi-structured interviews and analysis of legal documents, such as ordinances, decrees and the Politico-Pedagogical Projects of four selected schools were carried out. The objective was to verify if the articulation provided for in the Ordinance is contemplated in the Political-Pedagogical Project, if it exists in the legislation and also in the practice of each school and if there is openness to new perspectives of articulation of the reading with other areas of knowledge in the curriculum and daily life school. The study evidenced the absence of articulation between the areas and the non-compliance of the Ordinance, either partially or in its entirety, for some of the interviewees. The work also sought to identify the positive and negative aspects of each school unit (UE) and its respective projects involving the Reading Room. In this construction, the pedagogical challenge of SL and its mediations within schools was evident, which also introduces new perceptions of the challenges, not only for the city's Public Education, but also for the country's public policies regarding reading, as a basic element of the formation of values and learning |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-09-17T12:17:51Z |
dc.date.issued.fl_str_mv |
2018-08-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Silva, Thais Lemes da. Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos. 2018. 145 f. + 202 f. Anexos. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21419 |
identifier_str_mv |
Silva, Thais Lemes da. Sala de leitura nas escolas municipais de São Paulo: desafios pedagógicos. 2018. 145 f. + 202 f. Anexos. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
url |
https://tede2.pucsp.br/handle/handle/21419 |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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