Título :	Organização do trabalho pedagógico no 3° ciclo do ensino fundamental de uma escola pública do Distrito Federal : desafios e possibilidades
Autor :	Bastos, Débora Gonçalves de
Orientador(es)::	Silva, Edileuza Fernandes
Assunto::	Ensino fundamental Organização do trabalho Pedagogia - prática Escolas - organização e administração
Data de defesa::	10-dic-2019
Citación :	BASTOS, Débora Gonçalves de. Organização do trabalho pedagógico no 3° ciclo do ensino fundamental de uma escola pública do Distrito Federal : desafios e possibilidades. 2019. 242 f., il. Dissertação (Mestrado em Educação) — Universidade de Brasília, Brasília, 2019.
Abstract:	In the wake of the social and educational transformations that affect the Brazilian and Federal District scenario, guided by laws, projects and public policies, school pedagogical work requires the constant rethinking of its organization, development and evaluation. From this finding, the objective of this research was to analyze how the organization of pedagogical work in the 3rd cycle of elementary school of a public school in the Federal District is understood and implemented by the subjects involved. To achieve this goal, the critical-dialectical perspective, based on the assumptions of historical-dialectical materialism, was the option for carrying out the investigative process, outlined by the qualitative approach, with case study. Data collection was performed in a school, chosen to be among the first five to join the cycle in the final years of elementary school in 2013. We used: document analysis, observation, interviews with a manager of the management team, two pedagogical coordinators and a conducting teacher of each curricular component, as well as a focus group with four students of the 3rd cycle. The analysis of the narratives produced in the interviews and in the focus group was systematized from meaning nuclei in search of the meanings and meanings constituted by the participants about the organization of the pedagogical work they perform. The research results indicate that the pedagogical work is considered as the intentional process of construction of the school knowledge, however, this understanding is guided by the common conscience, making praxis a challenge to those who organize it. Regarding the political-pedagogical project, the school's identity document, the results indicate the need for evaluation of the pedagogical work by the school itself for better coherence between the theoretical assumptions, the diagnosis, the objectives and actions, enabling greater unity between the school's OTP. and the classroom one. The appropriation of the theoretical-methodological assumptions (Historical-Critical Pedagogy and Historical-Cultural Psychology) assumed in the Curriculum of Basic Education of the public school of the Federal District constitutes a challenge to be faced, due to the teachers' lack of knowledge about the assumptions and the resource. curriculum content prescribed for organization of curriculum lived and evaluated in the classroom. Understandings about curriculum development oscillate between the content logic of the serial school, contradictory to formative assessment and the continued progression of learning, and the logic of invisible pedagogies that allow greater freedom for curriculum planning and development. Some didactic-pedagogical strategies experienced by students and teachers reveal approaches to curricular integration through theoretical and practical uniqueness, interdisciplinarity and contextualization, and flexibility. The didactic-pedagogical projects foreseen in the PPP and developed in the school are opportune for the integrated curriculum planning, not yet reached and pointed by the teachers as necessary for the work in the 3rd cycle. The formative assessment signaled as classroom practice favors the inclusion of students in the learning process and contributes to the reorganization of the work through the diagnostic function and the feedback produced and shared. External evaluations are considered foreign to students, indicating the need for a process of legitimation within the school so that they can serve learning. The pre-council and class council have become spaces-times for participation, evaluation and learning from the organization in cycles and are considered fundamental for the reflection and reorientation of the pedagogical work. Institutional evaluation is not carried out systematically at school, but there are only a few moments of evaluation of the school work itself. Understanding the 3rd cycle principle assumes different perspectives ranging from automatic promotion, the need for failure and the continued progression of learning. Disapproval is considered by some teachers as a guarantee of learning, a way to pressure, motivate or compel students to engage in studies. However, it became evident that the threat of failure does not produce the desire to learn or involvement in the educational process, but a pedagogical work organized in articulation with life, which considers the social purpose of democratization of school knowledge. Failure in grades 7 and 9 contradicts the principle of continuous learning progression and the formative assessment practiced in the classroom. The construction of the analysis categories, based on the interlocution of the empirical work and the theoretical framework that supported the research, allowed not only to identify challenges and possibilities of the organization of the pedagogical work in the 3rd cycle, but also to contribute to the implementation of this policy in the public school system. Federal District teaching. The scarcity of scientific-academic productions about pedagogical work in the final years of elementary school organized in cycles, and the universalization of cycles in the Elementary School established in the District Education Plan of the Federal District 2015-2024 ratify the relevance of this research in its political dimensions social, pedagogical and academic.
metadata.dc.description.unidade:	Faculdade de Educação (FE)
Descripción :	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Educação
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