A atuação de professores articuladores no 2º ciclo do ensino fundamental

Abstract

This thesis aims to understand the policy of cycles in action of the state network of Mato Grosso, the performances and reinterpretations of teachers articulators of the 2ND cycle of basic education. In this sense, the central question of the study is: how teachers articulators of the 2ND cycle reinterpret and put into action the policy of curriculum in the context of the baggage of pedagogical support in school?The methodological approach and interpretative qualitative, with approach in the cycle of policies formulated by Ball and collaborators (BOWE et al. 1992, BALL, 1994) and on the theory of policy in action (BALL; MAGUIRE; BRAUN, 2012). In this work we focused on were the context of the production of the text and the context of practice, being the first to analyze the political texts produced by educational system and by the school; and the second, to examine the curricular practice of teachers articulators. The locus of research are two schools of the state network in the city of Cuiabá-MT. The research subjects are the teachers articulators, which operate in 2ND cycle of Basic Education. The resources used to collect data from the survey were questionnaires, observations and interviews. The reasoning is based on studies of Ball (1997; 2006; 2001), to analyze educational policies; as well as in Sacristán (2000), Goodson (1995), Moreira (1990), Silva (1999) Lopes and Macedo (2011), in which refers to the construction of the meaning of the curriculum. AND, still, Arroyo (1999), Barretto (2001), Fetzner (2001), de Freitas (2004) and Mainardes (2006; 2007; 2009 and 2011), for the understanding of school organization for cycles and also other authors, who have contributed significantly to the understanding of the approach to the study. The results indicate that the policy in action in microsystem allows other forms of methodological organization of the curriculum in order to give coherence to the educational work of the school unit. The practice of evaluation has several goals that bumped into details that were not clear as to its purpose in living pedagogical support. The practice of teachers articulating curriculum to the needs of teaching and student learning is related to curricula established by the pre-school year / cycle in which they are students. Pedagogical interventions differentiated and diversified for attendance of students in the present political context, also do this in the practice of teachers' curriculum resource room teaching. The policy cycles, as regards organization and functioning is reinterpreted in the light of the structural conditions that schools have. Adaptations policy in both schools surveyed have presented as part of the existing numerous recreations.