Flávia Pansini

O ingresso de crianças de 6 anos no ensino fundamental: uma pesquisa em Rondônia

Studies indicate that, although the educational policies implemented in Brazil since the 1990s share the same discourse of confronting the problem of exclusion to promote a school for everyone, there is a hiatus between intention and reality. This observation points to the importance of studies dedicated to understand the inner world of these policies, so as to identify how they are analyzed by those who live them, those who materialize them in their educative practices. Along these lines, the present text shows results of a research carried out with eight schools of the Rondonia state school system, all located in the same municipality, with the objective of investigating under which conditions the implementation of the nine-year fundamental education occurred. Based on a qualitative approach, the data were produced from the analysis of documents, individual and group interviews, and photographic records. Results indicate that the implementation of the above-mentioned program at the schools studied was hasty, lacking the preparation that would guarantee the necessary structural changes in the schools, the curriculum adaptations and/or discussions/creation of pedagogical teams, teachers and communities. They also reveal that the lack of clarity regarding the pedagogical proposals to be implemented with six-year-olds could have predicted the failure experienced by a large fraction of children in their literacy process.

Tutoring: space for overcoming or keeping learning difficulties?

In this paper we present the results of a research developed in Rolim de Moura RO, Northern Brazil. We investigate the procedures adopted by the schools when the children face literacy diffi culties .The qualitative research was developed in eight elementary public schools in the urban area. We conducted interviews, document analysis and participant observation. We present the data concerning the tutoring and we argue that they reveal that although this activity is prescribed in the educational projects prepared by the schools and teachers and that there is a specifi c time for the task within their working hours, the conditions in which children are attended, in most of the schools, do not favour the learning process. The data also indicates that in only one of the schools of our research, the group of teachers innovated the way of developing tutoring, thus benefi ting children’s literacy process.In this paper we present the results of a research developed in Rolim de Moura RO, Northern Brazil. We investigate the procedures adopted by the schools when the children face literacy diffi culties .The qualitative research was developed in eight elementary public schools in the urban area. We conducted interviews, document analysis and participant observation. We present the data concerning the tutoring and we argue that they reveal that although this activity is prescribed in the educational projects prepared by the schools and teachers and that there is a specifi c time for the task within their working hours, the conditions in which children are attended, in most of the schools, do not favour the learning process. The data also indicates that in only one of the schools of our research, the group of teachers innovated the way of developing tutoring, thus benefi ting children’s literacy process.

Reforço escolar: espaço de superação ou manutenção das dificuldades escolares?

In this paper we present the results of a research developed in Rolim de Moura RO, Northern Brazil. We investigate the procedures adopted by the schools when the children face literacy diffi culties .The qualitative research was developed in eight elementary public schools in the urban area. We conducted interviews, document analysis and participant observation. We present the data concerning the tutoring and we argue that they reveal that although this activity is prescribed in the educational projects prepared by the schools and teachers and that there is a specifi c time for the task within their working hours, the conditions in which children are attended, in most of the schools, do not favour the learning process. The data also indicates that in only one of the schools of our research, the group of teachers innovated the way of developing tutoring, thus benefi ting children’s literacy process.In this paper we present the results of a research developed in Rolim de Moura RO, Northern Brazil. We investigate the procedures adopted by the schools when the children face literacy diffi culties .The qualitative research was developed in eight elementary public schools in the urban area. We conducted interviews, document analysis and participant observation. We present the data concerning the tutoring and we argue that they reveal that although this activity is prescribed in the educational projects prepared by the schools and teachers and that there is a specifi c time for the task within their working hours, the conditions in which children are attended, in most of the schools, do not favour the learning process. The data also indicates that in only one of the schools of our research, the group of teachers innovated the way of developing tutoring, thus benefi ting children’s literacy process.

Refuerzo escolar: ¿espacio de superación o mantenimiento de dificultades escolares?

In this paper we present the results of a research developed in Rolim de Moura RO, Northern Brazil. We investigate the procedures adopted by the schools when the children face literacy diffi culties .The qualitative research was developed in eight elementary public schools in the urban area. We conducted interviews, document analysis and participant observation. We present the data concerning the tutoring and we argue that they reveal that although this activity is prescribed in the educational projects prepared by the schools and teachers and that there is a specifi c time for the task within their working hours, the conditions in which children are attended, in most of the schools, do not favour the learning process. The data also indicates that in only one of the schools of our research, the group of teachers innovated the way of developing tutoring, thus benefi ting children’s literacy process.In this paper we present the results of a research developed in Rolim de Moura RO, Northern Brazil. We investigate the procedures adopted by the schools when the children face literacy diffi culties .The qualitative research was developed in eight elementary public schools in the urban area. We conducted interviews, document analysis and participant observation. We present the data concerning the tutoring and we argue that they reveal that although this activity is prescribed in the educational projects prepared by the schools and teachers and that there is a specifi c time for the task within their working hours, the conditions in which children are attended, in most of the schools, do not favour the learning process. The data also indicates that in only one of the schools of our research, the group of teachers innovated the way of developing tutoring, thus benefi ting children’s literacy process.