Navegando por Palavras-chave "Ciclos De Aprendizagem"

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    Os ciclos de aprendizagem na reorganização curricular do município de São Paulo
    (Universidade Federal de São Paulo (UNIFESP), 2019-08-26) Giannichi, Heloisa Maria De Morais [UNIFESP]; Silvestre, Magali Aparecida [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research sought to characterize the alternatives the pedagogical staff of a region of the city of São Paulo created to implement the so called “Learning Cycles”, proposed by a municipal program "Mais Educação". The overarching aim of this research was to understand the reorganization of the elementary education curriculum that occurred from 2013 to 2016 in the Municipal Schools of São Paulo. To achieve such aim, first we made a brief historical report of its inauguration. Then we analyzed the curricula and forms of curricular organization that municipal schools have experienced. Finally, we explored the document published by the management of 2013-2016 on the implementation of the learning cycles. This document presents the definition of the organization of nine years of elementary education in three modules: Literacy cycle (1st to 3rd year); Interdisciplinary Cycle (4th to 6th year); Authorship cycle (7th to 9th grade). To compose our theoretical background, we used the concepts of curriculum developed by Tomaz Tadeu da Silva (2006, 2007), Gimeno Sacristán (2017) and the concepts of cycles explored by Perrenoud (2004) and Jefferson Mainardes (2007, 2009). As specific objectives, this research sought to know the factors that intervened this curricular reorganization, to analyze the different concepts cycles proposed in the municipal context, and to describe ways that the pedagogical staff of schools have found to implement the cycles and establish relationships between practices and theoretical contributions. To collect these data, we first gave a questionnaire to be answered the pedagogical coordinators of the northern region Sao Paulo. Second, we conducted interviews with six of them to understand the paths and challenges they have found to accomplish this curricular proposal. The analysis of these data followed a qualitative approach. Our analysis revealed that the schools, according to their possibilities, are in the process of implementing the learning cycles, but the pedagogical staff still perceive many obstacles and have many doubts about how to reorganize the curriculum according to what is demanded by the learning cycles.
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    Reorganização Dos Ciclos De Aprendizagem: Ampliação De Oportunidades Para Os Alunos? Estudo Em Uma Escola Municipal De São Paulo
    (Universidade Federal de São Paulo (UNIFESP), 2017-09-22) Defendi, Sandra Gomes Dumont [UNIFESP]; Gualtieri, Regina Candida Ellero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research had as objective to verify how the reorganization of the learning cycles, occurred in the network of municipal public schools of São Paulo in 2013, has been serving the purpose of the proposal that established as a goal to literate all students until the end of the literacy cycle. This reorganization reintroduced the possibility of retaining the child in the third year of the Literacy Cycle, arguing that it is an opportunity for revision and maturation. Thus, we take as object of study a municipal school to identify the orientations of the pedagogical work of the school and its relations with the reorganization of the cycles and the possibility of retention. We focused our study in the Literacy Cycle, particularly in the 3rd year, the final moment of this cycle in which the student can be promoted to the next cycle or be retained, in case of not having achieved the expected performance. During the research, we observed pedagogical meetings, class council and collective training hours, as well as interviews with the management team and with 3rd grade teachers and recovery classes. We also examined institutional documents such as the Pedagogical Political Project and the Special Action Project (PEA), with guidelines for training in collective schedules, official documents relevant to the research, and materials supporting the teacher's work. According to Bardin (2011), the data showed that in the school context, the possibility, guaranteed by the reform, of teachers being able to reprove the children they thought did not reach the objectives foreseen in the cycle. The research participants want to have this tool, however, there is an effort to have the opportunity for review happen in the cycle itself and they avoid reproach because it is possible to compute advances in children's learning, even if they do not have objectives. This acceptance of the idea of progression seems to stem from beliefs about the importance of continuing the educational process and respecting what has been achieved in terms of student learning. We question, however, from the work done with the children, whether it is learning or, if effectively, what is being guaranteed is good (acceptable) performance. Learning and performance may not match.