A reinterpretação curricular no contexto da política de currículo apostilado na rede municipal de ensino de Sorriso - MT

Abstract

This research analyzes the Reinterpretation Curricular Policy in the Context of Curriculum booklet learnship adopted by the Municipal Public Education System Smile, state of Mato Grosso. The Municipal System Public Education System booklet learnship adopted in 2006 by a decision of the municipal government, since there was no discussion with teachers about the curriculum booklet learnship part of the practices in the classroom. Thus, from 2006 to 2008 the system was booklet learnship the curriculum by which teachers used from Kindergarten to 9th grade of elementary school. In 2009, with the change of the municipal administration, the Department of Education organized a survey of teachers establishing a discussion about staying or withdrawing system booklet learnship System Municipal Public Teaching and building a curriculum that encompassed mainly regional realities and local, since the handouts brought in its content, especially the reality of southern Brazil in cultural, economic and social, because they were arising and produced by authors, mostly in the state of Paraná. The results of the survey revealed that teachers from kindergarten to 5th grade decided by the withdrawal of handouts and building a resume by selecting the most relevant content to the literacy process. Teachers from the 6th to 9th grade decided by the permanence of handouts, as these facilitated the student remain with the material and continue their studies at home, so we thought of great importance to the student’s knowledge content, exercises and also emphasized the training of teachers who brought important contributions to the practices in the classroom. From the teachers’ notes from the 6th to the 9th grade continuity of handouts, we seek to understand how some teachers embrace and reinterpret the policy booklet learnship Curriculum System in Municipal Public Education. Data collection occurred through narratives with some of these teachers, highlighting the practices carried out an analysis of the content, methodology and assessment prescribed in handouts. The results show that teachers as research subjects, not always followed the proposals described in handouts, with regard to content, methodology and assessment, but used different methodological resources, apart from knowledge acquired in their training area to establish the practices in the classroom. Therefore, this research reveals reinterpretations of some teachers from the 6 th to 9 th year compared to a curriculum prescribed in the Municipal Public Education System in Smile – MT.