O ensino fundamental no limiar de 2010: repercussões da lei n. 11.274/2006 nos sistemas estadual e municipal de ensino de Erechim/RS

• Autor(a) principal: Ronsoni, Marcelo Luis
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/6967
• topic: Ensino fundamental; Políticas públicas; Prática pedagógica; Gestão do pedagógico; Elementary school; Public policies; Educational practice; Educational management; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research was developed and presented to the Post-Graduation Program from the Federal University of Santa Maria, linked to the field of School Practices and Public Policies. The study aimed to analyze how the education professionals involved in the state and municipal educational systems in Erechim/RS, understand the consequences of the basic education compulsory extension in their work context. It was a qualitative research of case study type. The procedures used in this research involved the analysis of legal documents emanated from the competent agencies, literature review and semi-structured interviews with education professionals who work in the management of the educational systems analyzed, in the pedagogic coordination and teachers from the first year in a state school and in a municipal school from Erechim / RS. The analysis of this research involved three categories: public policies, educational practices and educational management. To analyze the data and categories, we adopted the content analysis. The survey data demonstrated that there was a diversity of strategies, both administrative and pedagogical, adopted by state and municipal school systems in the implementation of the basic education, increased to nine years, in Erechim / RS. The teachers participation in previous discussions and decisions was disregarded. The study revealed the feelings of anguish and frustration of some education professionals regarding to the uncertainty about the changes, especially for the admission of six year old children in elementary school.The study also permitted to check, that the educational study was being structured according to the centrality in the literacy, beginner in the state teaching system. This aspect accentuated the worry about difficult to welcome infantile cultures and languages, including make believe game and playfulness. The question relative about physical structure of school institutions and the organization of the education time tended to the school s basic education culture that is rigid and restrictive. The joint between infantile education and basic education showed inexistent or incipient in the education systems analysis. In the state teaching system the training offered that all the teachers participated was based on process relative about literacy and the use of literacy programs adopted. In the municipal teaching system that didn t adopt any literacy program, the trainings approached topics wide, but the beginner focus also was the literacy. Realized, during the interviews, that there are difficulties for set up partnerships in the education context to do a collective work. The teachers accept individualist the responsibility for the quality their work. The function of the educational coordinator as a jointer of this process is a necessity for the discussions begin inside the school. From the discussions made, the study in the question intends to contribute to analysis and reflections necessaries about the introducing and implementation of the enlargement of the basic education to nine years.