Trabalho coletivo docente: um estudo sobre a experiência de uma escola municipal de ensino fundamental - ciclo I - 2001-2004, em São Paulo

Abstract

The objective of this research is to analyse and assess the teaching collective action in school routine, at a unit of the educational system of the city of São Paulo, from 2001 to 2004. The questions asked are how these actions are formed, to whom they are aimed, what its structure is like, what its impact is, what difficulties and results there are. It is also investigated the collective working space as a teaching identity building and collective work practice. To reach these goals, it was reported and analysed collective teaching work by a group of teachers of a municipal school in Vila Guilherme district, Northern area of the city of São Paulo, which has low income students, many of them living in a nearby shanty town. This group is composed of nine teachers and one pedagogical coordinator who, during collective working hours, developed a project called Citizenship Project . a matter of Social Inclusion. This dissertation focus some important topics of the group work which shows the limits and possibilities of a collective action in a public school. It is discussed the feasibility of organizing the collective work through, for example, a pedagogical project, pointing out the institutional obstacles as well as the individuals who hamper this form of organization. The collective work is analysed through categories of Work, Collective Action, Collective Identity, School Routine and Culture. Considering the main topic of this research, the investigation methods used are document analysis and interviews with teachers of the Municipal School Olivia Irene B. Da Silva during the period mentioned above. The specific conditions and particularities of the collective teaching work are considered and a dialogue is held with the teachers. The research concludes that, despite the fact that the group is formed of teachers with different life stories, educational and professional backgrounds, it was possible to transmit a collective identity that led to planning and execution of a collective action at the school.Through this action, school work was reconsidered to overcome difficulties in teaching and learning writing and reading skills of the elementary students. Finally, action was taken to aggregate common purposes and intentions. Among the main results, emphasis is given to a number of the analysed group´s learnings about participation, decision making, peer colaboration, knowledge exchanging and pedagogical practice changing.