GESTÃO DA EDUCAÇÃO E A ALFABETIZAÇÃO NO CICLO I: REGULAÇÃO E EMANCIPAÇÃO

Teodósia Mika

This master dissertation argues that literacy education in the First Period of Elementary School is liked with educational public politics. So it is analized how the school management offers ways to guarantee the literacy process and the difficulties inherent in this work accordly to what say about it the educational administrators. From a emancipation point of view, in a modern society citizen creative-critical capacities development, the formation to act with civic and moral dignity, depends, in large mesure, on the way in that people learn to read and write. In this text is analyzed how the educational management articulates the directive lines about literacy defined by the public politics with the educational ativities in the Cycle I of of Fundamental school. It is focalized above all the management work face the regulative and emacipative aspects of education. It is inquired about how school managers understand the school process of reading-writing learning as emancipative ones. Historically this research priors the last 10 years, after National Educational Bases and Guidelines Law enacted in 1996 (Law no n 9394/96). The empirical research is developed in municipal public schools and in the Education Department in Curitiba city. As a main result of this investigation appear the mixed way of speaking about the regulation and emancipation in school field. The importance of a apropriate writing-lerning learning process to the development of the citizenship and the high level of the failure this process in first cycle of fundamental school are always recognized but the way to fight agaist the complexity of the failure factors is not consensual among the differents school and educational managements.

GESTÃO DA EDUCAÇÃO E A ALFABETIZAÇÃO NO CICLO I: REGULAÇÃO E EMANCIPAÇÃO

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