DIFICULDADES ESCOLARES EM TERCEIROS ANOS DO ENSINO FUNDAMENTAL: um estudo sobre a política de recuperação em duas escolas estaduais no município de São Paulo
Data
2021-03-29
Autores
Silveira, Ana Terra Camilo 
Tipo
Tese de doutorado
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Resumo
Neste trabalho, estudamos como foi realizada a recuperação de alunos com dificuldades escolares em duas classes regulares de terceiros anos e em uma classe de Recuperação Contínua e Intensiva (RCI) – classe especialmente organizada para promover a recuperação. As duas classes regulares de terceiros anos selecionadas pertencem, respectivamente, a duas escolas estaduais públicas situadas em uma mesma Diretoria de Ensino da capital paulista. Em uma dessas escolas, também havia a classe de RCI. A escolha das escolas foi decorrência do fato de apresentarem taxas de aprovação, abandono e distorção idade-série (dados disponibilizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais - INEP) acima ou abaixo da média das escolas estaduais do município de São Paulo que atendem os anos iniciais do Ensino Fundamental. Para investigar o modo como cada escola se organizou para enfrentar as dificuldades escolares, identificadas nos alunos segundo as respectivas equipes escolares, e constatar possíveis diferenças entre as escolas selecionadas, no enfrentamento dessas dificuldades, discutimos as políticas educacionais para recuperação de defasagens que foram implementadas a partir dos anos 1990, na rede estadual de escolas estaduais públicas. Além disso, realizamos observação nas classes selecionadas, análise de documentos, como as orientações pedagógicas sobre o assunto, produzidas pela Secretaria da Educação do Estado de São Paulo, os Planos de Gestão das escolas pesquisadas e os registros de atividades pedagógicas mantidos pelas professoras dessas escolas. Foram também realizadas entrevistas com membros da equipe gestora e professoras, a partir de um roteiro semiestruturado, visando conhecer o posicionamento dos participantes sobre a eficácia do apoio pedagógico e sobre políticas educacionais específicas que compõem o cenário no qual a pesquisa em campo foi desenvolvida. Os dados produzidos foram categorizados e analisados, tendo por referencial as concepções de Cultura Escolar e a literatura específica com vistas a identificar a natureza do apoio dado aos alunos para superar suas dificuldades. Verificamos que a presença dos bons indicadores não necessariamente coincide com boa interação entre as integrantes da equipe escolar e dessa equipe com alunos e comunidade escolar. Verificamos também que os alunos identificados com dificuldades recebem um tratamento pedagógico questionável e que, para garantir bons indicadores, há até seleção velada de alunos em uma das escolas. Constatamos ainda que processos avaliativos externos constituem, nessas escolas, uma interferência que distorce a prática pedagógica.
In this work, we studied how the recovery of students with school difficulties was carried out in two regular classes of third years and in a class of Continuous and Intensive Recovery (RCI) - a class specially organized to promote recovery. The two regular classes of selected third years belong, respectively, to two public state schools located in the same Board of Education in the capital of São Paulo, in the southern part of the city. In one of these schools, there was also the RCI class. The choice of schools was due to the fact that one of them had higher rates of approval, abandonment and age-grade distortion (data provided by INEP), compared to the municipal average and the other one had lower rates than this average. To investigate the way which each school was organized to face school difficulties, identified in students according to their school teams, and to verify possible differences between the selected schools, in facing these difficulties, we discussed the educational policies for the recovery of gaps that were implemented at since the 1990s, in the public schools network. In addition, we carry out observation in the selected classes, analysis of documents, such as the pedagogical guidelines on the subject, produced by the São Paulo State Department of Education, the Management Plans of the surveyed schools and the records of pedagogical activities maintained by the teachers of these schools. . Interviews were also carried out with members of the management team and teachers, based on a semi-structured script, aiming to know the position of the participants on the effectiveness of the pedagogical support and on specific educational policies that compose the scenario in which the field research was developed. The data produced were categorized and analyzed, having as reference the concepts of School Culture and specific literature in order to identify the nature of the support given to students to overcome their difficulties. We found that the presence of good indicators does not necessarily coincide with a good interaction between the members of the school team and this team with students and the school community. We also found that students identified with difficulties receive questionable pedagogical treatment and, to ensure good indicators, there is even a veiled selection of students in one of the schools. We also found that external evaluation processes constitute, in these schools, an interference that distorts the pedagogical practice.
In this work, we studied how the recovery of students with school difficulties was carried out in two regular classes of third years and in a class of Continuous and Intensive Recovery (RCI) - a class specially organized to promote recovery. The two regular classes of selected third years belong, respectively, to two public state schools located in the same Board of Education in the capital of São Paulo, in the southern part of the city. In one of these schools, there was also the RCI class. The choice of schools was due to the fact that one of them had higher rates of approval, abandonment and age-grade distortion (data provided by INEP), compared to the municipal average and the other one had lower rates than this average. To investigate the way which each school was organized to face school difficulties, identified in students according to their school teams, and to verify possible differences between the selected schools, in facing these difficulties, we discussed the educational policies for the recovery of gaps that were implemented at since the 1990s, in the public schools network. In addition, we carry out observation in the selected classes, analysis of documents, such as the pedagogical guidelines on the subject, produced by the São Paulo State Department of Education, the Management Plans of the surveyed schools and the records of pedagogical activities maintained by the teachers of these schools. . Interviews were also carried out with members of the management team and teachers, based on a semi-structured script, aiming to know the position of the participants on the effectiveness of the pedagogical support and on specific educational policies that compose the scenario in which the field research was developed. The data produced were categorized and analyzed, having as reference the concepts of School Culture and specific literature in order to identify the nature of the support given to students to overcome their difficulties. We found that the presence of good indicators does not necessarily coincide with a good interaction between the members of the school team and this team with students and the school community. We also found that students identified with difficulties receive questionable pedagogical treatment and, to ensure good indicators, there is even a veiled selection of students in one of the schools. We also found that external evaluation processes constitute, in these schools, an interference that distorts the pedagogical practice.
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Citação
SilVEIRA, Ana Terra Camilo.Dificuldades escolares em terceiros anos do ensino fundamental: um estudo sobre a política de recuperação em duas escolas públicas no município de São Paulo. 2021. 154 f. Tese de doutorado (Doutorado em Educação e Saúde na Infância e na Adolescência) - Universidade Federal de São Paulo, Guarulhos, 2021.