Catarina Moro

Ensino fundamental de 9 anos: o que dizem os professores do 1º ano

The subject of this research is the understanding of schoolteachers about the 1 year of Elementary School of 9 years introduction in the Municipal School Network of Curitiba. This study has some targets: knowing and analyzing in which way this schoolteachers evaluate the introduction and implementation of the national policy on the Elementary Learning enlargement in accordance with the federal regulation n. 11.274/06; what knowledge and comprehension they have about the Elementary Learning enlargement program proposed by MEC; which are their view about the requirements to child access and pedagogical work structure related to the first year, characterizing the difficulties and solutions found in the system and institution where they work. The investigation takes as reference the interviews with six teachers from three different schools. It was used as a theoretical-methodological basis, the constitution of Meaning Focuses to build the analysis process. Three meaning focuses were created: school and childhood; compulsory admission one year earlier; me teacher. The research data showed that the implementation realized in the municipal schools of Curitiba disregarded the teachers participation in preview discussions (because they did not exist) and in the decision making, causing some disagreements. It was possible to sense the schoolteachers feelings of anguish and frustration to the changes uncertainty including the modification of the initial children admission date into the first year classes. The research also allowed us to verify that the pedagogic work has been structured as a result of the centralization in the alphabetization. This aspect emphasizes the concern with the difficulty in accepting child culture and languages, including “make-believe plays”. The issues related to the learning institutions physical structure and the organization of the educational time leads to the “big school” culture, being more rigid and restrictive. The offered capacitation in which all schoolteachers are involved, was exclusively guided in the alphabetization process. There are difficulties to establish partnerships in the school context aiming at team work. Those teachers assume individually the responsibility for their work quality. The pedagogue role as a leader in the integration process is posed as a need that can make the discussions start in the school. From de realized discussions, this study intends to contribute to necessary reflections about the introduction and implementation of Elementary Learning of 9 years.

O conceito de infância na perspectiva de mães usuárias e não usuárias de creche

The intent of this paper was to understand the motherly conceptions about childhood through the interpretation of speeches obtained from interviews with 30 mothers, where 15 of them make use of the public education system for children. The analysis of the interviews were made through categories that appeared in the speeches, grouped in four different topics: (1) The children today: characteristics and needs, (2) Difficulties for nurturing nowadays, (3) Common mistakes in childrens education and (4) Masculine participation in childrens care and education. The data found pointed out similarities in the conceptions of mothers that use the infant day care public system and those that do not use it, mainly related to subjects that involve childhood and practices of care and education in the family context. It was discussed the influence of collective setting use on parents ideas about family education.

Para uma análise pedagógica dos contextos educativos – uma entrevista com Anna Bondioli, Monica Ferrari e Donatella Savio da Universidade de Pavia/Itália

Traducao: Luiz Ernani Fritoli (UFPR) e Revisao Tecnica: Catarina Moro e Gizele de Souza (UFPR).

Eu, professora em face da implementação da Política Nacional de ampliação do Ensino Fundamental na rede municipal de Curitiba, PR

Neste artigo se discute a visao de professoras acerca do vivido em decorrencia da implementacao do Ensino Fundamental de 9 anos. Trata-se de estudo qualitativo, na perspectiva da Psicologia Historico-cultural. Foram realizadas entrevistas individuais com seis professoras do 1o Ano do Ensino Fundamental de 9 anos, da Rede Municipal de Curitiba. A analise das entrevistas teve como base a metodologia de Nucleos de Significacao, proposta por Aguiar (2000, 2006) e Aguiar e Ozella (2006). A discussao focaliza o nucleo “Eu, professora” constituido para a interpretacao da visao das professoras, articulado ao indicador “Sentimentos, dificuldades e solucoes”, que desvelam, a partir de singularidades proprias, o modo como as professoras sentem e enfrentam a realidade decorrente da implementacao da Lei no 11.274/06. Os relatos indicam um grande hiato entre a experiencia vivenciada e as expectativas das professoras quanto as condicoes necessarias para a efetivacao de praticas educativas adequadas. Nesse processo de implementacao da politica de ampliacao do Ensino Fundamental, parece nao se ter atentado para o fato de que as crencas e pensamentos dos professores trazem implicacoes para a implantacao das politicas em geral (MAINARDES, 2006; SANTOS;VIEIRA, 2006; GOMES, 2005; SAMPAIO; MARIN, 2004; BARRETO; MITRULIS, 1999), o que nao e diferente para essa politica, em especifico.

Estágio em educação infantil: formação compartilhada entre estagiários e professores em serviço?

O presente artigo pretende discutir a possibilidade de o estagio em docencia na educacao infantil se converter em momento de formacao inicial e continuada, por meio de parceria entre universidade e rede municipal de ensino. Apresenta o debate instalado no campo dos estudos sobre educacao infantil e sobre formacao docente e relata a experiencia da proposta de estagio em educacao infantil do curso de Pedagogia da UFPR, apontando desafios que ainda permanecem para uma formacao mais adequada dos profissionais que trabalham com criancas pequenas.