"Currículo em Ação" de Língua Portuguesa do 2º ano: o currículo implementado e percebido pelas professoras

Abstract

This research aims to understand how the implementation of the "Currículo em Ação" ("Curriculum in Action") has taken place. This curriculum was developed by the Nova Escola Association in partnership with the State Department of Education of São Paulo (SEDUC-SP), and it is used in the Portuguese Language teaching materials for the 2nd year of Elementary School, adopted in 2022 and still in use in 2024. The study proposes a reflection on early written language learning, grounded in an analysis of the Base Nacional Comum Curricular (BNCC) and the "Currículo em Ação" (CA) didactic materials for the 2nd year of Elementary School in São Carlos, São Paulo. Using a qualitative approach, the research involves document analysis of the BNCC and the "Currículo em Ação" materials in the context of literacy and language development, as well as semi-structured interviews with 2nd-year elementary school teachers. The objective was to analyze the materials and their theoretical and methodological foundations, in addition to evaluating their implementation and impact on students' literacy in the 2nd year. This study is notable for its originality, as it investigates the interaction between these curricular documents, contributing to a deeper understanding of the challenges and opportunities in literacy within the public education system of the State of São Paulo. The research findings point to a lack of specific training on the CA material. We identified differing understandings of literacy, especially concerning classroom practices, which often do not align with the theoretical framework of Magda Soares, focused on developing reading and writing skills in the early years. Additionally, the study highlights the advancement of the privatization movement in education, evidenced by the development of the materials by a private organization, as well as the increase in teachers' workloads, resulting in the deterioration of teaching working conditions.