Ensino fundamental de 09 anos : implicações na formação do professor para atendimento à infância

• Autor(a) principal: Zatti, Alexandra Tagata
• 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
• topic: Ensino fundamental; Educação - Estudo e ensino; Educação e estado; Professores - Formação; Fundamental education; Teacher educators; Education; Education and state; CNPQ::CIENCIAS HUMANAS::EDUCACAO

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