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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.