O Programa Ler e Escrever e suas implicações no trabalho docente: o que avaliam os professores da rede de ensino estadual de São Carlos/SP?
Abstract
The Reading and Writing Program, the object of this research, is an educational policy
created by the Department of Education of the State of São Paulo focused on elementary
school I and that proposes a set of mandatory actions that have been present in the state
school system since 2007, including teacher training, monitoring, preparation and
distribution of materials and guides for teachers, among others. From this context, this
research aimed to analyze the Reading and Writing Program and its implementation in the
state school system of São Carlos/SP, verifying its implications in the teaching work, based
on the evaluation of teachers about this policy. As specific objectives, this study aimed to:
understand the historical and political context of the Reading and Writing Program;
analyze the structure and functioning of the Program, verifying, mainly in its materials, the
relationship it maintains with teachers; identify whether teachers use reading and writing
program materials in their daily activities, why and how; to investigate the contributions
and limitations of the Reading and Writing Program in the development of teaching work,
according to the teachers' analysis. To achieve the proposed objectives, bibliographic,
documentary, and field research were used. Initially, a bibliographic and documentary
analysis of the theme was made, with the intention of mapping the object of this research,
in addition to studying its structure and functioning, as well as its history - whose
theoretical field led to the study of the New Public Management, a new form of management
of educational policies that have been incorporated in the State of São Paulo since the mid 1995s. Furthermore, this research also went through an empirical stage, using the on-line
questionnaire as an instrument of data collection - sent to the teachers of the São Carlos
state network, using the “Microsoft Office Forms” program. This stage obtained 24
collaborators, who agreed to respond to the survey. For data analysis and collection, this
work used content categories, according to the perspective proposed by Kuenzer (1998).
Categories were defined, in this sense: teachers' understanding of the material; daily
teaching work and frequency/use of the Program materials; difficulties/limitations
regarding the material and impact on teaching work; contributions for the use of materials
to the teacher; teacher training. With this research, some results were reached, among
them: teachers understand the materials of Reading and Write positively, but do not
consider them sufficient for the reality lived in state schools, since they are out of the
singularities existing in each context; they mention that there are difficulties in working
with materials and that the limitations are to treat schools, teachers, and students in a
standardized way; understand that the Program acts for the construction of a dependent
teacher, who does not perceive himself capable and sufficient to create solutions to the
reality itself; nevertheless, they also show that they often use the materials proposed by the
Program, by making sense and meaning in each classroom, adapting them to the realities
existing in schools. Thus, what is observed is that the Read and Write Program has
contributed little to the quality of São Paulo's education, even less so, to the strengthening,
care, and autonomy of teaching work. This is because, he has acted in the sense of trying
to standardize contexts, practices, and contents, treating teachers from São Paulo as
executors of a proposal produced by experts, but who do not measure and size what is lived
in state schools.
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