Nas trilhas da exclusão: as práticas curriculares da escola no atendimento às diferenças dos alunos

AUTOR(ES)
DATA DE PUBLICAÇÃO

2005

RESUMO

This is a study about curricular practices in the c1assroom in the early grades of elementary school. The main focus of the study was to analyze these practices given the differences between students in the process of teaching and learning and in the relationships with services instituted to address these differences. It sought to advance in the understanding of the relationships between the prescribed curriculum and the curriculum that is actually implemented in the classroom, to understand the logic of these practices and of the alternatives suggested to confront the differences that appear in the process of teaching and learning. The theoretical references for the study were chosen from theorists of the sociology of education and of curriculum. In the field of sociology of education, the main focus was on the studies of Basil Bernstein and Pierre Bourdieu. The studies about curriculum used the works of Gimeno Sacristán and others. The methodological approach was constituted by a relational perspective based on studies in the sociology of culture, principally on the contributions of Raymond Williams and on Portuguese studies that emphasize meso-approaches. The empiric investigation was undertaken at a free, state public school in Santa Catarina state, with a focus on the early elementary school grades. The principal instrument of data collection was observation of the teaching and learning process undertaken in the classroom. The study found that the curricular practice identified in the educational process validates a single model of teaching and learning that disassociated form and content, teacher and student, teaching and learning. Students are presented with information that is poorly selected, transmitted in a fragmented manner and is thus superficially acquired. The study concludes that since curricular practices in the classroom have social, cultural and institutional determinants and are shared among teachers as group, despite the fact that they offer alternatives to address differences among students, they are following paths that reiterate exclusionary processes

ASSUNTO(S)

diferença serviços de apoio curriculos curricular practices educacao curriculum práticas curriculares difference educação básica support services elementary education ensino fundamental

ACESSO AO ARTIGO

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