Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
Texto Completo: | http://10.0.217.128:8080/jspui/handle/tede/655 |
Resumo: | The present dissertation focuses on the study of the Laws 11.114/05, which establishes the school registration of six-year-old children, and the Law 11.274/06, which instituted the obligatoriness of nine-year long elementary school. This study aims at analyzing these laws and deepening on how they prompt changes in the educational policies for nine-year long elementary school, structured by the state administrations and that caused the expansion of the nine-year long elementary school throughout Brazil. It also aims at analyzing how the absence of policies in this sphere doesn´t allow the development of mechanisms of continuing teacher training, which would have results, pedagogically, in the child´s education. This research is characterized by being a bibliographical-documental study, which was observed in a participative way within the school context where its researcher worked as a teacher, at the beginning of the research. Later, the study was developed with the teachers from the state public schools in the municipality of Chapecó, Santa Catarina and the first year of implementation of the nine-year long elementary school was evaluated. It also discussed the legislation of basic education, its content, context and implications, how the Laws 11.114/05 and 11.274/06 have been incorporated in the state of Santa Catarina, the obstacles, the structure and infra-structure of the nine-year long elementary school. The research also aimed at investigating the implications of these changes on the elementary school teachers´ education and how the resistance process triggered by the teachers, due to their lack of pedagogical knowledge and the lack of adequate infra-structure for six-year-old children teaching, contributed to the worrying situation of possible remediation of the educational processes. It is crucial to emphasize the importance and the necessity of initial and continuing teacher training in order to offer qualified teaching to children of nine-year long elementary school |
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Longhi, Solange MariaCPF:25266918004http://lattes.cnpq.br/3575134540065011CPF:80323278949http://lattes.cnpq.br/0122276105099886Zatti, Alexandra Tagata2018-01-10T18:06:32Z2009-10-012009-03-17http://10.0.217.128:8080/jspui/handle/tede/655The present dissertation focuses on the study of the Laws 11.114/05, which establishes the school registration of six-year-old children, and the Law 11.274/06, which instituted the obligatoriness of nine-year long elementary school. This study aims at analyzing these laws and deepening on how they prompt changes in the educational policies for nine-year long elementary school, structured by the state administrations and that caused the expansion of the nine-year long elementary school throughout Brazil. It also aims at analyzing how the absence of policies in this sphere doesn´t allow the development of mechanisms of continuing teacher training, which would have results, pedagogically, in the child´s education. This research is characterized by being a bibliographical-documental study, which was observed in a participative way within the school context where its researcher worked as a teacher, at the beginning of the research. Later, the study was developed with the teachers from the state public schools in the municipality of Chapecó, Santa Catarina and the first year of implementation of the nine-year long elementary school was evaluated. It also discussed the legislation of basic education, its content, context and implications, how the Laws 11.114/05 and 11.274/06 have been incorporated in the state of Santa Catarina, the obstacles, the structure and infra-structure of the nine-year long elementary school. The research also aimed at investigating the implications of these changes on the elementary school teachers´ education and how the resistance process triggered by the teachers, due to their lack of pedagogical knowledge and the lack of adequate infra-structure for six-year-old children teaching, contributed to the worrying situation of possible remediation of the educational processes. It is crucial to emphasize the importance and the necessity of initial and continuing teacher training in order to offer qualified teaching to children of nine-year long elementary schoolA presente dissertação centra-se no estudo das leis 11.114/05, que estabelece a matrícula das crianças aos seis anos de idade, e 11.274/06, que instituiu a obrigatoriedade do ensino fundamental de nove anos. A pesquisa tem como objetivos analisar e aprofundar de que forma essas leis incitam mudanças nas políticas educacionais para a educação básica, estruturadas pelos governos estaduais e que sucederam a expansão do ensino fundamental de nove anos em todo Brasil, e como a ausência de políticas nesse âmbito não permite que se constituam mecanismos de formação continuada do professor, o que implicaria, pedagogicamente, na formação da criança. De natureza bibliográfico-documental, o estudo se utiliza, também, da observação participante no momento em que se deu início à pesquisa ainda no contexto escolar em que a pesquisadora atuava como professora e, em um momento seguinte, durante o qual pôde realizá-la junto a professores da rede estadual de ensino da cidade de Chapecó, Santa Catarina, e foi avaliado o primeiro ano de implantação do ensino fundamental de nove anos. Discute-se a legislação da educação básica, seu conteúdo, contexto e desdobramentos, as formas de incorporação das leis 11.114/05 e 11.274/06 no estado de Santa Catarina, os obstáculos, a estrutura e a infra-estrutura do ensino fundamental de nove anos. A pesquisa procurou investigar as implicações na formação do professor do atendimento à infância e como o processo de resistência desencadeado por parte dos professores, em virtude do despreparo pedagógico e da falta de infra-estrutura adequada para o ensino das crianças de seis anos, contribuiu para uma situação preocupante de possível remediação dos processos educativos. Ressalta-se a importância e a necessidade da formação inicial e continuada do professor para o atendimento com qualidade da criança do ensino fundamental de nove anosMade available in DSpace on 2018-01-10T18:06:32Z (GMT). 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dc.title.por.fl_str_mv |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância |
title |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância |
spellingShingle |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância Zatti, Alexandra Tagata Ensino fundamental Educação - Estudo e ensino Educação e estado Professores - Formação Fundamental education Teacher educators Education Education and state CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância |
title_full |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância |
title_fullStr |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância |
title_full_unstemmed |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância |
title_sort |
Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância |
author |
Zatti, Alexandra Tagata |
author_facet |
Zatti, Alexandra Tagata |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Longhi, Solange Maria |
dc.contributor.advisor1ID.fl_str_mv |
CPF:25266918004 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3575134540065011 |
dc.contributor.authorID.fl_str_mv |
CPF:80323278949 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0122276105099886 |
dc.contributor.author.fl_str_mv |
Zatti, Alexandra Tagata |
contributor_str_mv |
Longhi, Solange Maria |
dc.subject.por.fl_str_mv |
Ensino fundamental Educação - Estudo e ensino Educação e estado Professores - Formação |
topic |
Ensino fundamental Educação - Estudo e ensino Educação e estado Professores - Formação Fundamental education Teacher educators Education Education and state CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Fundamental education Teacher educators Education Education and state |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present dissertation focuses on the study of the Laws 11.114/05, which establishes the school registration of six-year-old children, and the Law 11.274/06, which instituted the obligatoriness of nine-year long elementary school. This study aims at analyzing these laws and deepening on how they prompt changes in the educational policies for nine-year long elementary school, structured by the state administrations and that caused the expansion of the nine-year long elementary school throughout Brazil. It also aims at analyzing how the absence of policies in this sphere doesn´t allow the development of mechanisms of continuing teacher training, which would have results, pedagogically, in the child´s education. This research is characterized by being a bibliographical-documental study, which was observed in a participative way within the school context where its researcher worked as a teacher, at the beginning of the research. Later, the study was developed with the teachers from the state public schools in the municipality of Chapecó, Santa Catarina and the first year of implementation of the nine-year long elementary school was evaluated. It also discussed the legislation of basic education, its content, context and implications, how the Laws 11.114/05 and 11.274/06 have been incorporated in the state of Santa Catarina, the obstacles, the structure and infra-structure of the nine-year long elementary school. The research also aimed at investigating the implications of these changes on the elementary school teachers´ education and how the resistance process triggered by the teachers, due to their lack of pedagogical knowledge and the lack of adequate infra-structure for six-year-old children teaching, contributed to the worrying situation of possible remediation of the educational processes. It is crucial to emphasize the importance and the necessity of initial and continuing teacher training in order to offer qualified teaching to children of nine-year long elementary school |
publishDate |
2009 |
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2009-10-01 |
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2009-03-17 |
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2018-01-10T18:06:32Z |
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