O construtivismo em alfabetização na Rede municipal de ensino de São Paulo (1985-1996)

• Autor(a) principal: Neves, Diego Benjamim [UNIFESP]
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10252664; https://hdl.handle.net/11600/64851
• topic: Literacy; Constructivism; Municipal School Network; São Paulo; History Of Education; Alfabetização; Construtivismo; Rede Municipal De Ensino; São Paulo; História Da Educação

Here are presented the results of a master's research linked to the integrated research project “Teaching Portuguese and Literature in Historical Perspective (20th and 21st centuries): practical prescriptions, didactic materials, political-educational projects and knowledge in circulation”, coordinated by Prof. Dr. Fernando Rodrigues de Oliveira, under the line “History of Education: subjects, objects and practices”, from the Graduate Program in Education at the Federal University of São Paulo, and the research line “Literacy, reading and writing” of the Interdisciplinary Research Group on Language and Literature Teaching. This is a circumscribed research in the field of History of Teaching Reading and Writing in Brazil, in relation to a recent past (1985-1996), whose general objective is to contribute to the production of a History of teaching reading and writing in Brazil, through analysis of teaching prescriptions based on constructivist thinking in literacy in the municipal education network of São Paulo contained in curricular documents. To this end, programs, curricular subsidies, didactic guidelines and materials for in-service training courses, produced between 1985 and 1996, were selected as research corpus, in which the presuppositions of constructivism in literacy were verified. The documents were analyzed in the perspective of the “analysis of the textual configuration”, seeking to problematize different constitutive aspects of their meanings. The analysis of these documents made it possible to understand that the first signs of adoption of this reference in the curriculum of the municipal education network of São Paulo occurred from 1985, in the administration of Mário Covas (1983-1985), maintaining an eclectic and conciliatory conviviality with linguistic interactionism as well as with literacy methods. In the administration of Jânio Quadros (1986-1988), constructivism is adopted explicitly and excels in prescriptions for teaching, breaking with the methods of literacy and maintaining an eclectic and conciliatory link with linguistic interactionism. In Luiza Erundina's administration (1989-1992), there is a cooling of constructivist prescriptions in favor of linguistic interactionist prescriptions. Finally, it is during the period of the administration of Paulo Maluf (1993-1996), that, even maintaining eclecticism and reconciliations, the constructivist prescriptions are resumed with greater force and are consolidated as hegemonic in the curricular policies of the municipal education network of São Paulo.