Prática pedagógica no cotidiano da escola : reflexão sobre o ciclo de formação humana no sistema público municipal de ensino de Rondonópolis – MT

Abstract

The deployment of schooling in cycles Human Formation at Public schools in Rondonópolis – MT began in 2001, preceded by Literacy Basic Cycle. The research question is to know: what changes installed in school organized training courses on human municipal public education Rondonópolis – MT? The overall goal is to investigate the elements present in pedagogical practices that contributed and contribute to the desired quantum leap school organized in cycles Human Formation. To construct the course of investigation the object of this study, we did opt for interpretive qualitative methodology because subsidizes the seizure of the phenomenon within its historical reality, the specificity and identity linked to research interests at stake. Data collection - observation, interviews and document analysis - were developed from March to November 2012 in two school units, totaling sixteen teachers. The theoretical support for reflection on how the school was organized in cycles based on Mainardes, Freitas, Barretto and Sousa, among others, and having as main interlocutor of the data analysis and Freire Arroyo. Data analysis indicates the occurrence of advances in education organized by Cycle Training in Human Rondonópolis – MT. These advances are remarkable both in terms of theoretical understanding of the proposal, as observed in pedagogical practice in primary education schools investigated. The elements present in pedagogical practices that contribute to the quality of education are linked to the understanding of education as a social right of the student; teaching practice guided dialogue; offering educational support to students with learning difficulties; continuing education units offered by school teachers and collective planning. There, in view of the subject, the desire for changes and improvements in order to ensure effective learning and social quality of students. These highlight the need for investment in infrastructure units to qualify the pedagogical support activities, reduction in the number of students per class, composition of classes for students with overcoming age gap /cycle, more time for teacher training and exclusive dedication teacher at one school.