É possível promover o sucesso escolar? : um estudo a partir do pensamento das educadoras das séries iniciais / Is it possible to promote school success? : a study based on the thoughts of early grade educators

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

In the State of São Paulo, public policies have been implemented in the area of education with the purpose of improving the quality of education in early grade schools. However, institutional assessment data have showed that students cannot learn to read and write satisfactorily. The impact on the lives of these children is a path of school failure and even exclusion from the exercise of citizenship. We have planned this research to analyze and understand the indications, beliefs and values of early grade educators aiming at identifying elements that promote students success at school. The methodology chosen was the case study with the use of semi-structured interviews carried out with teachers and pedagogical coordinators from three elementary schools in the city of São Paulo. We have made inferences and observed indications in their speech that pointed out the relationships between theories and practices. We have defined three axes for the analysis of contents: vision of education, family, and student; vision of continued training at school; and conceptions of the educators on literacy. In the end, some aspects were observed which we believe need to be continuously reviewed in early grades. One of them is the importance of reviewing certain myths and mistakes that are present in schools with relation to the construction of linguistic knowledge of students and the progressive pedagogical approaches, which is the case of constructivism. In this sense, it would be necessary to have a grater approximation between the knowledge produced academically and educational practices. Another issue raised is the need to dialogue in the school about the responsibilities towards childrens education, including the school and family partnership and the development of an education with values, intended to favor the experience with diversity. Among other aspects, we also highlight the investment in continued training that carries out the exercise of teachers reflection on their practices with the support and mediation of the pedagogical coordinator. Therefore, despite the conjunctural deficiencies in public schools, we observe that there is room for a number of political, pedagogical and social actions that can be adopted and contribute for the improvement of teaching and learning conditions and, thus, involve students in successful schooling processes.

ASSUNTO(S)

formação continuada do professor school success ensino e aprendizagem education literacy coordenação escolar continued teacher training sucesso escolar teaching and learning educação school coordination alfabetização

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