Navegando por Palavras-chave "ensino fundamental de nove anos"

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    Ensino fundamental de nove anos: uma resposta jurídico-administrativa para (não)enfrentar históricos problemas do ensino brasileiro
    (Universidade Federal de São Paulo (UNIFESP), 2014-10-23) Domingues, Juliana dos Reis [UNIFESP]; Revah, Daniel Revah [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The topic of this research refers to the expansion of the elementary school for nine years, involving the entry of the child six years at elementary school, which was accomplished with the national Law no. 11.114/05 and no. 11.274/06. This dissertation takes as its object of investigation produced the discourses and representations that have been mobilized for the creation and execution of deployment / implementation of such legal action. Official publications on primary education of nine years were analyzed, including some publications provided by the Ministry of Education and Legal Acts (laws and federal laws and draft opinion of the CNE). Also part of our analysis and academic texts periodically returned to the teacher: the magazine New School. Is used as the main theoretical and methodological framework the contribution of Cultural History (Roger Chartier and Michel de Certeau). Sought to examine the speeches from the debate they put into circulation, analyzing which conflicts and representations that arise, considering the characteristics of printed materials scanned and which policies and teaching strategies designed to "create" the nine-year elementary school. Discuss the effects of this expansion in Elementary Education considering the ramifications of this policy from the analysis of different academic research that question the effects of the measure also for Early Childhood Education. Analysis of these materials allowed us to understand that educational policy beyond the widely publicized justifications, whose synthesis consists in that it is an affirmative policy argument; while for others it is a "false solution to a false problem" (BARBOSA and CRAIDY, 2012, p. 20th). What was evident, beyond this discursive opposition, was a set built by different tensions, conflicts, positions and representations about the Elementary Education for nine years.