A (des)articulação do ensino fundamental e a formação dos professores
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://dx.doi.org/10.24109/2176-6681.rbep.98i248.2526 http://hdl.handle.net/11449/212183 |
Resumo: | This study intends to analyze the school routine and the pedagogical practices characteristic of inicial and final years of elementary school, considering the municipalization process that occurred in the state of Paraná in recent decades and the sharp increase in the rate of age-grade distortion and in the rate of grade failure in the 6th year, calculated by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). The focus is on the research on the disarticulation that exists within the same stage of basic education, contemplating the viewpoint of education professionals who work directly with these students. The data were collected by means of interviews with 20 teachers from state schools in the city of Curitiba who teach in the 6th grade; documental analysis on the current legislation; data released by Inep/Ministério da Educação (MEC); and studies about this subject. The analysis unveiled the need for collaborative initiatives that promote the expansion of the joint discussion between teachers who work in each of those phases, given that the present difficulties in this transition, identified by the research, became evident not only in the state schools but also in municipal ones that offer the two phases of elementary school. Therefore, it is inevitable to consider the difficulties related to the curricular structure and pedagogical practices, which are different in both phases and which present indications associated with learning difficulties. |
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A (des)articulação do ensino fundamental e a formação dos professoresThe (dis)articulation of elementary school and the teacher trainingmunicipalizationelementary schoolteacher training.municipalizaçãoensino fundamentalformação de professores.This study intends to analyze the school routine and the pedagogical practices characteristic of inicial and final years of elementary school, considering the municipalization process that occurred in the state of Paraná in recent decades and the sharp increase in the rate of age-grade distortion and in the rate of grade failure in the 6th year, calculated by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). The focus is on the research on the disarticulation that exists within the same stage of basic education, contemplating the viewpoint of education professionals who work directly with these students. The data were collected by means of interviews with 20 teachers from state schools in the city of Curitiba who teach in the 6th grade; documental analysis on the current legislation; data released by Inep/Ministério da Educação (MEC); and studies about this subject. The analysis unveiled the need for collaborative initiatives that promote the expansion of the joint discussion between teachers who work in each of those phases, given that the present difficulties in this transition, identified by the research, became evident not only in the state schools but also in municipal ones that offer the two phases of elementary school. Therefore, it is inevitable to consider the difficulties related to the curricular structure and pedagogical practices, which are different in both phases and which present indications associated with learning difficulties.Esse estudo busca analisar o cotidiano escolar e as práticas pedagógicas características dos anos iniciais e finais do ensino fundamental, considerando o processo de municipalização ocorrido no estado do Paraná nas últimas décadas e a acentuada elevação da taxa de distorção idade-série e de reprovação no 6º ano, apuradas pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). O foco é a investigação sobre a desarticulação que existe dentro de uma mesma etapa da educação básica, contemplando o ponto de vista dos profissionais da educação que atuam diretamente com esses estudantes. Os dados foram obtidos mediante entrevista semiestruturada com 20 professores de escolas estaduais do município de Curitiba que atuam no 6º ano; análise documental relativa à legislação vigente; dados divulgados pelo Inep/Ministério da Educação (MEC); e estudos existentes sobre a temática. As análises apontam para a necessidade de ações colaborativas que proporcionem a ampliação do debate conjunto entre professores que atuam numa e noutra fase, uma vez que as dificuldades presentes nessa transição, identificadas pela pesquisa, evidenciam-se tanto nas escolas da rede estadual quanto nas escolas da rede municipal de ensino que ofertam as duas fases do ensino fundamental. É preciso, assim, considerar as dificuldades relacionadas à estrutura curricular e à prática pedagógica que são distintas nas duas fases e que apresentam indícios associados às dificuldades de aprendizagem.Secretaria de Estado da Educação do Paraná, Secretaria Municipal de Educação de CuritibaPontifícia Universidade Católica do ParanáUniversidade Estadual Paulista Júlio de Mesquita FilhoUniversidade Estadual Paulista Júlio de Mesquita FilhoInstituto Nacional de Estudos e Pesquisas Educacionais Anísio TeixeiraSecretaria de Estado da Educação do ParanáPontifícia Universidade Católica do ParanáUniversidade Estadual Paulista (Unesp)Santos, Maurício PastorGisi, Maria Lourdes [UNESP]2021-07-14T10:36:00Z2021-07-14T10:36:00Z2017info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article47-61application/pdfhttp://dx.doi.org/10.24109/2176-6681.rbep.98i248.2526Revista Brasileira de Estudos Pedagógicos. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, v. 98, n. 248, p. 47-61, 2017.0034-71832176-6681http://hdl.handle.net/11449/21218310.24109/2176-6681.rbep.98i248.2526S2176-66812017000100047S2176-66812017000100047.pdfSciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Brasileira de Estudos Pedagógicosinfo:eu-repo/semantics/openAccess2023-10-19T06:09:12Zoai:repositorio.unesp.br:11449/212183Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:22:17.291244Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
A (des)articulação do ensino fundamental e a formação dos professores The (dis)articulation of elementary school and the teacher training |
title |
A (des)articulação do ensino fundamental e a formação dos professores |
spellingShingle |
A (des)articulação do ensino fundamental e a formação dos professores Santos, Maurício Pastor municipalization elementary school teacher training. municipalização ensino fundamental formação de professores. |
title_short |
A (des)articulação do ensino fundamental e a formação dos professores |
title_full |
A (des)articulação do ensino fundamental e a formação dos professores |
title_fullStr |
A (des)articulação do ensino fundamental e a formação dos professores |
title_full_unstemmed |
A (des)articulação do ensino fundamental e a formação dos professores |
title_sort |
A (des)articulação do ensino fundamental e a formação dos professores |
author |
Santos, Maurício Pastor |
author_facet |
Santos, Maurício Pastor Gisi, Maria Lourdes [UNESP] |
author_role |
author |
author2 |
Gisi, Maria Lourdes [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Secretaria de Estado da Educação do Paraná Pontifícia Universidade Católica do Paraná Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Santos, Maurício Pastor Gisi, Maria Lourdes [UNESP] |
dc.subject.por.fl_str_mv |
municipalization elementary school teacher training. municipalização ensino fundamental formação de professores. |
topic |
municipalization elementary school teacher training. municipalização ensino fundamental formação de professores. |
description |
This study intends to analyze the school routine and the pedagogical practices characteristic of inicial and final years of elementary school, considering the municipalization process that occurred in the state of Paraná in recent decades and the sharp increase in the rate of age-grade distortion and in the rate of grade failure in the 6th year, calculated by the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). The focus is on the research on the disarticulation that exists within the same stage of basic education, contemplating the viewpoint of education professionals who work directly with these students. The data were collected by means of interviews with 20 teachers from state schools in the city of Curitiba who teach in the 6th grade; documental analysis on the current legislation; data released by Inep/Ministério da Educação (MEC); and studies about this subject. The analysis unveiled the need for collaborative initiatives that promote the expansion of the joint discussion between teachers who work in each of those phases, given that the present difficulties in this transition, identified by the research, became evident not only in the state schools but also in municipal ones that offer the two phases of elementary school. Therefore, it is inevitable to consider the difficulties related to the curricular structure and pedagogical practices, which are different in both phases and which present indications associated with learning difficulties. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017 2021-07-14T10:36:00Z 2021-07-14T10:36:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.24109/2176-6681.rbep.98i248.2526 Revista Brasileira de Estudos Pedagógicos. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, v. 98, n. 248, p. 47-61, 2017. 0034-7183 2176-6681 http://hdl.handle.net/11449/212183 10.24109/2176-6681.rbep.98i248.2526 S2176-66812017000100047 S2176-66812017000100047.pdf |
url |
http://dx.doi.org/10.24109/2176-6681.rbep.98i248.2526 http://hdl.handle.net/11449/212183 |
identifier_str_mv |
Revista Brasileira de Estudos Pedagógicos. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, v. 98, n. 248, p. 47-61, 2017. 0034-7183 2176-6681 10.24109/2176-6681.rbep.98i248.2526 S2176-66812017000100047 S2176-66812017000100047.pdf |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Revista Brasileira de Estudos Pedagógicos |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
47-61 application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira |
publisher.none.fl_str_mv |
Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira |
dc.source.none.fl_str_mv |
SciELO reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808128221353345024 |