A política curricular na escola de ensino fundamental : sentidos de qualidade de educação para além da mensuração
Data
2022-03-16
Autores
Ritter, Cláudia Sales
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Editor
Universidade Federal de Mato Grosso
Resumo
This research has as its theme the meanings of quality of education in the narratives of elementary school teachers and seeks to think about how the lives of people involved in the educational
experience are related to the educational experience, since the quality of education it has been
hegemonically signified from measurable indicators, which neglect this experience. The term
education quality is directly linked to the expansion of the democratization of access to school,
which, in the 90's, was marked by the expansion of external evaluation politics in Brazil, associating education quality with something measurable, measured and calculated by prescriptive
politics. These meanings neglect the differences produced by life and are hidden by fixed curricular in standardized curriculum proposals. In this way, problematizing these meanings sedimented in educational discourses guided the question/problem of this study: which meanings
of quality of education emerge from the meaning of teachers in elementary schools, which can
indicate non-measurable aspects of the quality of education? Therefore, the objective was to
investigate meanings of quality in education with teachers, based on the teaching performance
in elementary schools, aiming to identify and discuss aspects of quality that cannot be quantified
and that are not considered in curricular policies and standardized assessments. The specific
objectives of the research were, in turn: 1. Identify aspects valued or not by teachers and not
contemplated by official’s politics; 2. Register translations of curricular policy triggered in
teacher’s narratives; 3. To problematize, based on teacher’s narratives, curriculum politics as a
public politics, seeking to think about the meanings of quality in education. In this way, the
research methodology is guided by qualitative perspective, with the option of working with
autobiographical narratives, based on a way of identifying the complexity involved in the curricular policy that aims at the quality of education. Curriculum is being understood in this dissertation, based on the post-structural discussion by Lopes and Macedo, as a practice of signification. It was assumed in the research that the curriculum is itself a discursive practice related
to the experience lived at school through the complicated conversation that is education, as
Pinar points out. Three (03) teachers from the same school in the municipal education network
of Rondonópolis participated in the research, which was authorized by the Research Ethics
Committee of the UFR, in 2020. As an empirical study, in addition to the teaching narratives,
national curriculum documents were considered that guide the curricular politics, such as the
National Curricular Common Base, and that were studied by the school where the participating
teachers work. The research procedures were Document Analysis, Education Quality Indicators
and conversations as understood by Pinar, which were carried out individually through the free
Google Meet Platform due to the covid-19 pandemic, which made face-to-face contact impossible in the period. The empirical results indicate that quality is associated, in the curricular
politics at school, with some normoactivities reiterated by the policies, such as the affirmation
of performance results, at the same time that it is associated with unforeseen and not calculable
dimensions of education, such as affective treatment, through the problem of communication
and understanding in class with children who are different, involvement with the community
and (non-romanticized) love for the profession. The latter can be meant as a political commitment to events at school.
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Citação
RITTER, Cláudia Sales. A política curricular na escola de ensino fundamental: sentidos de qualidade de educação para além da mensuração. 2022. 150 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2022.