Repercussões da implementação do ensino fundamental de nove anos sobre as práticas de professores do 1º ano de rede municipal de ensino de São Paulo

Abstract

The nine years Fundamental Education buoyed this study that aimed to detect and analyze the impact of the implementation of this policy on the educational practices of teachers in the first year of school of municipal schools of São Paulo. In order to contextualize the research object, the trajectory of this educational policy has been traced from its implementation over those schools in 2010. Through a qualitative method the research used the documentary, bibliographical and interview analysis. Unsystematic observations made during the visits were used in analysis and contextual description of the eleven schools locus of this investigation. This study prioritized the data collected in semi-structured interviews conducted with thirteen teachers who taught in the first year, in 2012, in those schools. From the testimonies of the teachers was possible to infer their perception on the preparation for the implementation of the nine years Fundamental Education of municipal schools of São Paulo, of the schools and of themselves. It was also revealed through the interviews the way that participating teachers have dealt with the new curriculum, especially the emphasis that it has imprinted to the literacy of six-year old children and the investment that have been made in recreational activities and frolics. In the analysis of the obtained data, junctions were made with national laws and reference documents developed by the Ministry of Education and the City Department of Education - for the nine years Fundamental Education, and also with the studies of authors and researchers who are devoted to this topic. The evidence gathered by this research points to changes caused by the admission of the six-year old child in the investigated schools, even though in just a few aspects, as playgrounds and playrooms. Were also detected changes in the practices of the interviewed teachers who began to reassess the conduct of learning literacy and invest in recreational activities and frolics. The changes were revealed as incipient and in diverse intensities, but revealed that six-year old children who attended to those educational institutions and had contact with those professionals, have not passed unnoticed. Always considering the limits of the scope of this study, which portrayed a restricted reality, it was found that the admission of the six-year old child in the municipal elementary schools of São Paulo, from the implementation of the nine years Fundamental Education, reflected on the practices of teachers in the 1st year. The analysis were founded on the work of António Nóvoa, David Harvey, Dominique Julia, J. Gimeno Sacristán and Magda Soares, among others.