A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/8451 |
Resumo: | This study aimed to investigate the meanings attributed by teachers on intensive recovery policy and its implementation in a state school in elementary school in São Paulo.Specific objectives were defined: to know as intensive recovery policy was implemented in school, in relation to the characteristics and forms of organization of educational work as well as understand the challenges faced by teachers in action with students of intensive recovery class and the possibilities of action to deal with the problems encountered in the educational process. The research set up with a case study and was based on the Theory Historical-cultural. Three teachers participated in this study and used procedures involved semi-structured interviews, participant observation and records in field diaries. The results indicated that: a) The intensive recovery policy was perceived positively in terms of their objective, but there were critical especially on the need to do it as soon as difficulties are evidenced learning and not in later years; b) Significant changes in the organization of pedagogical work in school; c) the challenges encountered involved aspects such as heterogeneity of learning difficulties presented by the students, conflicts with the management team, discontinuity in the educational support offered by assistant professors because of high turnover; d) Were observed individual forms of resistance and actions and group that aimed to build strategies to deal with the problems encountered in the process. The teachers evaluated that although students have achieved significant progress in relation to learning, many still could not meet the expected requirements for the year were enrolled. It is concluded that intensive recovery policy, as it is configured, can not achieve its goals, which points to the need to critically examine the many factors involved in the production and perpetuation of not learn in school. |
id |
SCAR_1bfd3876b81a88e992566099e592666b |
---|---|
oai_identifier_str |
oai:repositorio.ufscar.br:ufscar/8451 |
network_acronym_str |
SCAR |
network_name_str |
Repositório Institucional da UFSCAR |
repository_id_str |
4322 |
spelling |
Schermack, Lúcia VeigaSant'Ana, Izabella Mendeshttp://lattes.cnpq.br/7860235863062183http://lattes.cnpq.br/6167895870023831d843ef90-8a61-4685-bc55-f27fefb98fb92017-01-18T14:52:52Z2017-01-18T14:52:52Z2015-02-27SCHERMACK, Lúcia Veiga. A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental. 2015. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8451.https://repositorio.ufscar.br/handle/ufscar/8451This study aimed to investigate the meanings attributed by teachers on intensive recovery policy and its implementation in a state school in elementary school in São Paulo.Specific objectives were defined: to know as intensive recovery policy was implemented in school, in relation to the characteristics and forms of organization of educational work as well as understand the challenges faced by teachers in action with students of intensive recovery class and the possibilities of action to deal with the problems encountered in the educational process. The research set up with a case study and was based on the Theory Historical-cultural. Three teachers participated in this study and used procedures involved semi-structured interviews, participant observation and records in field diaries. The results indicated that: a) The intensive recovery policy was perceived positively in terms of their objective, but there were critical especially on the need to do it as soon as difficulties are evidenced learning and not in later years; b) Significant changes in the organization of pedagogical work in school; c) the challenges encountered involved aspects such as heterogeneity of learning difficulties presented by the students, conflicts with the management team, discontinuity in the educational support offered by assistant professors because of high turnover; d) Were observed individual forms of resistance and actions and group that aimed to build strategies to deal with the problems encountered in the process. The teachers evaluated that although students have achieved significant progress in relation to learning, many still could not meet the expected requirements for the year were enrolled. It is concluded that intensive recovery policy, as it is configured, can not achieve its goals, which points to the need to critically examine the many factors involved in the production and perpetuation of not learn in school.Este estudo visou investigar os sentidos atribuídos por professores sobre a política de recuperação intensiva e sua efetivação em uma escola pública estadual de Ensino Fundamental do interior paulista. Como objetivos específicos foram definidos: conhecer como a política de recuperação intensiva foi implementada na escola, no que se refere às características e formas de organização do trabalho pedagógico, bem como compreender os desafios encontrados por professores na atuação com os alunos da classe de recuperação intensiva e as possibilidades de ação para lidar com os problemas encontrados no processo educativo. A pesquisa configurou-se com um estudo de caso e pautou-se na Teoria Histórico-cultural. Participaram desta pesquisa três professoras e os procedimentos usados envolveram entrevistas semiestruturadas, observação participante e registros em diários de campo. Os resultados obtidos indicaram que: a) a política de recuperação intensiva foi percebida de forma positiva no que tange ao seu objetivo, mas existiram críticas especialmente sobre a necessidade de realizá-la logo que sejam evidenciadas dificuldades de aprendizagem e não em anos posteriores; b) ocorreram mudanças significativas na organização do trabalho pedagógico realizado na escola; c) os desafios encontrados envolveram aspectos como heterogeneidade de dificuldades de aprendizagem apresentadas pelos alunos, conflitos com a equipe de gestão, descontinuidade no suporte educacional ofertado pelos professores auxiliares em virtude de alta rotatividade; d) foram evidenciadas formas de resistência e ações individuais e em grupo que visaram construir estratégias para lidar com os problemas encontrados no processo. As análises ainda mostraram que para as professoras, embora os alunos tenham conseguido avanços importantes em relação à aprendizagem, vários ainda não conseguiam atender aos requisitos esperados para o ano que cursavam. Conclui-se que a política de recuperação intensiva,tal como está configurada, não consegue alcançar as suas finalidades, o que aponta a necessidade de se analisar criticamente os múltiplos fatores envolvidos na produção e na perpetuação do não aprender na escola.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus SorocabaPrograma de Pós-Graduação em Educação - PPGEd-SoUFSCarEducação e Estado - São Paulo (SP)Estudantes - AvaliaçãoProfessores de ensino fundamental - São Paulo (SP)Políticas educacionaisTeoria Histórico-CulturalRecuperação intensivaEducation and stateStudents - Rating ofElementary school teachersEducational policiesHistorical - Cultural TheoryIntensive recoveryCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOA política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino FundamentalThe intensive recovery policy in São Paulo: a case study of elementary school teachers directionsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600d7acc879-bad6-426d-a26b-13e15a02eabbinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/8451/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52ORIGINALSCHERMACK_Vera Lúcia_2015.pdfSCHERMACK_Vera Lúcia_2015.pdfapplication/pdf64098894https://repositorio.ufscar.br/bitstream/ufscar/8451/3/SCHERMACK_Vera%20L%c3%bacia_2015.pdf7b52934381e037b7ee8b043be186ce29MD53TEXTSCHERMACK_Vera Lúcia_2015.pdf.txtSCHERMACK_Vera Lúcia_2015.pdf.txtExtracted texttext/plain183https://repositorio.ufscar.br/bitstream/ufscar/8451/4/SCHERMACK_Vera%20L%c3%bacia_2015.pdf.txt1fbb08cc2128bb8a8f34fbb64e3bbf10MD54THUMBNAILSCHERMACK_Vera Lúcia_2015.pdf.jpgSCHERMACK_Vera Lúcia_2015.pdf.jpgIM Thumbnailimage/jpeg6180https://repositorio.ufscar.br/bitstream/ufscar/8451/5/SCHERMACK_Vera%20L%c3%bacia_2015.pdf.jpg0f1a0586cc40a425be5fc76c7fb5817cMD55ufscar/84512023-09-18 18:31:07.389oai:repositorio.ufscar.br:ufscar/8451TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgw6AgVW5pdmVyc2lkYWRlCkZlZGVyYWwgZGUgU8OjbyBDYXJsb3MgbyBkaXJlaXRvIG7Do28tZXhjbHVzaXZvIGRlIHJlcHJvZHV6aXIsICB0cmFkdXppciAoY29uZm9ybWUgZGVmaW5pZG8gYWJhaXhvKSwgZS9vdQpkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlCmVtIHF1YWxxdWVyIG1laW8sIGluY2x1aW5kbyBvcyBmb3JtYXRvcyDDoXVkaW8gb3UgdsOtZGVvLgoKVm9jw6ogY29uY29yZGEgcXVlIGEgVUZTQ2FyIHBvZGUsIHNlbSBhbHRlcmFyIG8gY29udGXDumRvLCB0cmFuc3BvciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28KcGFyYSBxdWFscXVlciBtZWlvIG91IGZvcm1hdG8gcGFyYSBmaW5zIGRlIHByZXNlcnZhw6fDo28uCgpWb2PDqiB0YW1iw6ltIGNvbmNvcmRhIHF1ZSBhIFVGU0NhciBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgYSBzdWEgdGVzZSBvdQpkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcwpuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldQpjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIGRlIG5pbmd1w6ltLgoKQ2FzbyBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gY29udGVuaGEgbWF0ZXJpYWwgcXVlIHZvY8OqIG7Do28gcG9zc3VpIGEgdGl0dWxhcmlkYWRlIGRvcyBkaXJlaXRvcyBhdXRvcmFpcywgdm9jw6oKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFVGU0NhcgpvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUKaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBvcmEgZGVwb3NpdGFkYS4KCkNBU08gQSBURVNFIE9VIERJU1NFUlRBw4fDg08gT1JBIERFUE9TSVRBREEgVEVOSEEgU0lETyBSRVNVTFRBRE8gREUgVU0gUEFUUk9Dw41OSU8gT1UKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBVRlNDYXIsClZPQ8OKIERFQ0xBUkEgUVVFIFJFU1BFSVRPVSBUT0RPUyBFIFFVQUlTUVVFUiBESVJFSVRPUyBERSBSRVZJU8ODTyBDT01PClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVRlNDYXIgc2UgY29tcHJvbWV0ZSBhIGlkZW50aWZpY2FyIGNsYXJhbWVudGUgbyBzZXUgbm9tZSAocykgb3UgbyhzKSBub21lKHMpIGRvKHMpCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzCmNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuCg==Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:07Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental |
dc.title.alternative.eng.fl_str_mv |
The intensive recovery policy in São Paulo: a case study of elementary school teachers directions |
title |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental |
spellingShingle |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental Schermack, Lúcia Veiga Educação e Estado - São Paulo (SP) Estudantes - Avaliação Professores de ensino fundamental - São Paulo (SP) Políticas educacionais Teoria Histórico-Cultural Recuperação intensiva Education and state Students - Rating of Elementary school teachers Educational policies Historical - Cultural Theory Intensive recovery CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental |
title_full |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental |
title_fullStr |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental |
title_full_unstemmed |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental |
title_sort |
A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental |
author |
Schermack, Lúcia Veiga |
author_facet |
Schermack, Lúcia Veiga |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/6167895870023831 |
dc.contributor.author.fl_str_mv |
Schermack, Lúcia Veiga |
dc.contributor.advisor1.fl_str_mv |
Sant'Ana, Izabella Mendes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7860235863062183 |
dc.contributor.authorID.fl_str_mv |
d843ef90-8a61-4685-bc55-f27fefb98fb9 |
contributor_str_mv |
Sant'Ana, Izabella Mendes |
dc.subject.por.fl_str_mv |
Educação e Estado - São Paulo (SP) Estudantes - Avaliação Professores de ensino fundamental - São Paulo (SP) Políticas educacionais Teoria Histórico-Cultural Recuperação intensiva |
topic |
Educação e Estado - São Paulo (SP) Estudantes - Avaliação Professores de ensino fundamental - São Paulo (SP) Políticas educacionais Teoria Histórico-Cultural Recuperação intensiva Education and state Students - Rating of Elementary school teachers Educational policies Historical - Cultural Theory Intensive recovery CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Education and state Students - Rating of Elementary school teachers Educational policies Historical - Cultural Theory Intensive recovery |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This study aimed to investigate the meanings attributed by teachers on intensive recovery policy and its implementation in a state school in elementary school in São Paulo.Specific objectives were defined: to know as intensive recovery policy was implemented in school, in relation to the characteristics and forms of organization of educational work as well as understand the challenges faced by teachers in action with students of intensive recovery class and the possibilities of action to deal with the problems encountered in the educational process. The research set up with a case study and was based on the Theory Historical-cultural. Three teachers participated in this study and used procedures involved semi-structured interviews, participant observation and records in field diaries. The results indicated that: a) The intensive recovery policy was perceived positively in terms of their objective, but there were critical especially on the need to do it as soon as difficulties are evidenced learning and not in later years; b) Significant changes in the organization of pedagogical work in school; c) the challenges encountered involved aspects such as heterogeneity of learning difficulties presented by the students, conflicts with the management team, discontinuity in the educational support offered by assistant professors because of high turnover; d) Were observed individual forms of resistance and actions and group that aimed to build strategies to deal with the problems encountered in the process. The teachers evaluated that although students have achieved significant progress in relation to learning, many still could not meet the expected requirements for the year were enrolled. It is concluded that intensive recovery policy, as it is configured, can not achieve its goals, which points to the need to critically examine the many factors involved in the production and perpetuation of not learn in school. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-02-27 |
dc.date.accessioned.fl_str_mv |
2017-01-18T14:52:52Z |
dc.date.available.fl_str_mv |
2017-01-18T14:52:52Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SCHERMACK, Lúcia Veiga. A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental. 2015. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8451. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/8451 |
identifier_str_mv |
SCHERMACK, Lúcia Veiga. A política de recuperação intensiva no Estado de São Paulo: um estudo de caso sobre os sentidos de professores do Ensino Fundamental. 2015. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, Sorocaba, 2015. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8451. |
url |
https://repositorio.ufscar.br/handle/ufscar/8451 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.authority.fl_str_mv |
d7acc879-bad6-426d-a26b-13e15a02eabb |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus Sorocaba |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação - PPGEd-So |
dc.publisher.initials.fl_str_mv |
UFSCar |
publisher.none.fl_str_mv |
Universidade Federal de São Carlos Câmpus Sorocaba |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFSCAR instname:Universidade Federal de São Carlos (UFSCAR) instacron:UFSCAR |
instname_str |
Universidade Federal de São Carlos (UFSCAR) |
instacron_str |
UFSCAR |
institution |
UFSCAR |
reponame_str |
Repositório Institucional da UFSCAR |
collection |
Repositório Institucional da UFSCAR |
bitstream.url.fl_str_mv |
https://repositorio.ufscar.br/bitstream/ufscar/8451/2/license.txt https://repositorio.ufscar.br/bitstream/ufscar/8451/3/SCHERMACK_Vera%20L%c3%bacia_2015.pdf https://repositorio.ufscar.br/bitstream/ufscar/8451/4/SCHERMACK_Vera%20L%c3%bacia_2015.pdf.txt https://repositorio.ufscar.br/bitstream/ufscar/8451/5/SCHERMACK_Vera%20L%c3%bacia_2015.pdf.jpg |
bitstream.checksum.fl_str_mv |
ae0398b6f8b235e40ad82cba6c50031d 7b52934381e037b7ee8b043be186ce29 1fbb08cc2128bb8a8f34fbb64e3bbf10 0f1a0586cc40a425be5fc76c7fb5817c |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR) |
repository.mail.fl_str_mv |
|
_version_ |
1802136319582797824 |