RepresentaÃÃes sociais de ciclos de aprendizagem por professores da rede municipal de ensino do Recife

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This research aims to analyze social representations of learning cycles of teachers from municipal teaching system of Recife. This study is theoretically based on researches related to school organization in cycles and on social representations theory, started by Serge Moscovici. Learning cycles are conceived based on a conception of inclusive school, which represents an important progress for teaching democratization. Concerning about high levels of failures and about the distortion between age and grade, cycles present guidelines that oppose serial school, and they go beyond the emphasis on regularization of students flow. The study has as theoretical-methodological reference the content analysis, privileging the categorical analysis in the set of techniques used in thematic analysis. The analytical corpus is composed by interviews done with teachers that participated of the research. In social representation perspective, the analysis aimed the riches of the symbolic which is present on common sense and brings emotion, feelings, senses and meanings that social subjects given to their reality. The results of the research point to views that put against and exclude themselves among the validity of school organization in learning cycles and its obstacles, such as the lack of formation, work conditions and infrastructure, and students non-retention. Distance between theory and practice is realized in participant subjectsâ speeches; when they are about pedagogical work organization, they repel from evaluative, curricular and didactic aspects presented on learning cycles guidelines adopted by Municipal Secretariat of Education of Recife. It also could be mentioned that senses, feelings and meaning attributed by the teachers, during the interviews, to teaching cycles policy, in relation to non-retention are: anguish, anger, sadness, powerlessness, frustration and suffering. It could be observed that the concepts of continuing progression and automatic promotion appear in teachersâ speech in the same light, indistinctly. It is registered in teachersâ speeches both the fondness of evaluation through tests and grades and serial regime. Social representations of teaching cycles emerged from teachersâ speeches attribute importance to social participation of subjects involved so that educational policies might be concretized and legitimated

ASSUNTO(S)

ciclos de aprendizagem social representation learning cycles concepÃÃo de educaÃÃo grading reprovaÃÃo seriaÃÃo conception of education educacao representaÃÃo social failure

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