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Master's Dissertation
DOI
10.11606/D.47.2002.tde-20052005-203239
Document
Author
Full name
Lygia de Sousa Viégas
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2002
Supervisor
Committee
Souza, Marilene Proenca Rebello de (President)
Andre, Marli Eliza Dalmazo Afonso de
Patto, Maria Helena Souza
Title in Portuguese
Progressão continuada e suas repercussões na escola pública paulista: concepções de educadores
Keywords in Portuguese
ensino fundamental
etnografia
exclusão escolar
psicologia escolar
Abstract in Portuguese
A presente pesquisa objetiva conhecer concepções de educadores sobre a Progressão Continuada. Esta política educacional foi implementada nas escolas públicas paulistas de Ensino Fundamental em 1998, visando transformar a realidade dos altos índices de reprovação e evasão. Para tanto, apresenta um breve resgate histórico da proposta de organização do ensino em ciclos no Estado de São Paulo, bem como o entendimento da Progressão Continuada a partir das perspectivas oficial, sindical e acadêmica. Inspirada no estudo de caso etnográfico, a pesquisadora acompanhou, durante um semestre, um grupo de professores de uma escola estadual paulista. O trabalho de campo compreendeu: grupos reflexivos com professores e entrevistas individuais com coordenadora pedagógica, supervisora de ensino e professores. A análise qualitativa dos dados abordou principalmente o processo de implantação da Progressão Continuada na rede pública paulista e como, em seu interior, realiza-se a aprovação e a reprovação, a avaliação, o reforço, a frequência e o trabalho docente. A partir da pesquisa realizada, destacam-se as seguintes repercussões desta política pública sobre as escolas da rede pública paulista: a exclusão no interior da escola, que atinge alunos (promovidos automaticamente) e professores (apartados da discussão e planejamento desta proposta); a resistência docente a esta proposta (analisada da perspectiva política); o mal-estar docente vivido nesse contexto e a manutenção do preconceito que assola as escolas e atinge especialmente os alunos das classes populares.
Title in English
Progressão continuada and this consequences in public schools from São Paulo: conceptions of educators
Keywords in English
ethnography
fundamental education
school exclusion
school psychology
Abstract in English
The purpose of this research is to know the conceptions of educators about the Progressão Continuada - an educational policy recently implemented that restricted the practice of holding the pupils in the same grade more than one year. This educational policy was implanted in 1998 at the São Paulo public school system. It aims at dealing with the high rates of school failure. This research starts with a brief summary of the history of the organization of the school system in cycles in the State of São Paulo. Following, it presents the analysis of the three different perspectives of the Progressão Continuada : the official documents, the Union’s perspective and the educational literature. Based on the ethnographic perspective, the researcher followed a group of teachers in a state school. The fieldwork included: reflexive groups with teachers, and interviews with the pedagogic coordinator, school supervisor and teachers. The data analysis is focused on the process of implementation of the Progressão Continuada in the state schools of São Paulo and how, within it, some school practices occur, such as: repetition, promotion, evaluation, support groups, as well as those practices related to the teacher work. The research brought to light some consequences of the Progressão Continuada: a) the existence of practices of exclusion within the school, such exclusion affecting not only the students (which are automatically promoted) but also the teachers (which are kept apart from the discussion and planning of this proposal); b) the teaching resistance to this proposal (analysed from the political perspective); c) the teaching malaise experienced in this context and the maintenance of the prejudices that sweeps the schools affecting especially working class students.
 
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lygia_viegas.pdf (2.03 Mbytes)
Publishing Date
2005-06-23
 
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