Atuação de política curricular para o ensino fundamental anos iniciais em escola da rede estadual de ensino da Paraíba

• Autor(a) principal: Freire, Miriam Espindula dos Santos
• Data de Publicação: 2020
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/23372
• topic: Política educacional; Política curricular; Ensino fundamental anos iniciais; Educational policy; Curricular policy; Elementary school early years; Política educativa; Política curricular; Enseñanza básica años iniciales; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The movement we propose in this investigation it's the immersion and emergence, that is, an understanding of the understanding (GERTZ, 2012) of a curricular policy and its performance through those active in the school environment. The object in focus in this study results from research carried out in the master's degree. We list the following problem: How’s Soma's curriculum policy put into action by teachers from the Paraiba State Education Network? Which factors tend to influence more in this or that performance of the teacher? To what extent does the school's micropolitics influence the performance of the aforementioned curriculum policy? Therefore, the investigation addresses the theme of curriculum policy. The unit of analysis is Soma's curriculum proposal at the Paraiba State Education Network, in the capital, at a school. Does the research problem revolve around understanding how Soma's curriculum policy was put into action by elementary school teachers in the early years of the Paraiba State Education Network? The research proposals and / or hypotheses were: The curricular policy is acted upon, put into action in the classroom, however, it takes on a new form in the scope of the school's micropolitics in the context of influence and production of initial text; The performance of the policy is closely related to the school's micropolitics; The work involves interests, conceptions, power relations, space / time and the teachers' pedagogical political perspective, type of management and student profile. The objective of the investigation was to analyze the role of Soma's curriculum policy in the Paraiba State Education Network, focusing on a school in the capital. The specific objectives are: To analyze the Soma Pedagogical Proposal of the Paraiba State Education Network; Observe and identify the forms of action of this curricular policy in the context of the school's micropolitics, observing the facilitating / and or conflicting aspects; Identify the repercussions of this curricular policy in the pedagogical practice of teachers; Analyze how curriculum policy is put into action. The theoretical methodological framework used in the investigation was based on the studies carried out by Stephen J. Ball and collaborators (BALL, 1989; BALL; BOWE; GOLD, 1992; BALL, 1994; BALL; MAGUIRE; BRAUN, 2016). The tools used were the policy cycle (ACP) approach and action. ACP's contribution goes in the sense of realizing that politics in the space-times through which it goes athward modifies those involved and itself and, when it enters the micropolitical space-time, it’s also interpreted and translated. The performance of politics in the perspective of the agency reveals the curricular policy in its place. The performance is a catacretic synthesis of the agents' subjectivity, a synthesis that’s outside the sentence and is placed within the moment of the referred action, since it subverts the notion of hierarchy and verticality of politics (BALL, 1989; BALL; BOWE; GOLD, 1992; BALL, 1994; BALL; MAGUIRE; BRAUN, 2016). Thus, the performance of the policy involves material, interpretive and discursive aspects, which are intrinsically associated with the pedagogical and personal political assumptions of the teachers, who are privileged actors in our investigation. But it also involves other employees who work at the school. Within the scope of the school's micropolitics, the policy in its entirety is not perceived or apprehended by the participants, just as the macro policy does not apprehend the entire integrity of the school environment, the intentions at both ends are different, there is a noise and an interstice between the proposition of the policy regarding its objective and the reality experienced at school. The policy doesn’t yet focus on the figure of the teachers as the great artisans and developers of didactic and pedagogical strategies in what concerns the effectiveness of the policy at the micro level.