Percepções de professores dos anos iniciais do ensino fundamental sobre a implementação do currículo paulista e as possíveis interferências em suas práticas

Abstract

This qualitative research aims to analyze the perceptions of teachers in the early years (from 1st to 5th grade of Elementary School) of a municipal school, in the interior of the state of São Paulo, on the implementation of the Paulista Curriculum and the possible interferences of this in their school practices. The research question was thus defined: How do teachers who teach in the early years of Elementary School perceive the implementation of the São Paulo Curriculum in their school and its possible interference in their practices? To answer it, we studied themes that involve the function and role of the curriculum in the school context, as well as how much it interferes in the daily lives of teachers in the classroom. Data collection was carried out by sending a questionnaire to teachers who work in the same school where the researcher teaches. Five questionnaires were sent and we received responses from all of them, being answered by four women and one man; in this way, we had 100% (one hundred percent) of use of the answers. As a result, we can highlight that the teachers indicated that they have no criticism of the curriculum that was implemented, since, according to their answers regarding the questions, the document plays the role of leading and facilitating the teacher's work through the skills and abilities that are indicated by the developers of the curriculum that has been in force, in the state of São Paulo, since 2019.