A recontextualização do Programa Mais Educação São Paulo operada por formadores e professores de Matemática

Abstract

The present research is inserted in the context of Public Educational Policies and presents an investigation about the process of implementation of curricular reorganization called More Education São Paulo Program (Programa Mais Educação São Paulo) in the final years of elementary school of São Paulo municipal schools, especially the changes that have affected the work of Mathematics teachers and trainers of teachers. For this purpose, we have formulated the following research question: In which way did Mathematics teachers and trainers of teachers of the São Paulo Municipal Education Network recontextualize the texts that circulate in the More Education São Paulo Program for the pedagogical practices? The objectives were: To identify the principles of the curriculum changes proposed by the More Education São Paulo Program for the final years of elementary school, especially regarding interdisciplinarity, shared teaching and Collaborative Authoring Work; and to analyze how Mathematics teachers and trainers of teachers have recontextualized the texts about interdisciplinarity, shared teaching and Collaborative Authorship Work for their pedagogical practices. As theoretical basis, we used the Curriculum Theories from Silva to understand the traditional, critical and post-critical currents of the Curriculum that underlie the curriculum conceptions present in the curriculum proposals, and to the theory of Basil Bernstein, particularly the Theory of Pedagogical Device, using the concepts of pedagogical recontextualization and pedagogical practice. We have adopted the qualitative research methodology of deductive-interpretative nature that has allowed us to elaborate the analytical categories. The results of the thesis indicate that when the discourse of interdisciplinarity is moved to pedagogical practice, Mathematics teachers and trainers of teachers reveal conceptual and methodological gaps to effect interdisciplinary work, as well as difficulties in dialoguing with colleagues of other areas and show concern to comply with the prescribed curriculum. Regarding to shared teaching, the subjects investigated state that this proposal for change encounters difficulties in organizational factors of schools, such as the lack of teachers, besides constituting as a new form of teaching that generates insecurity and fear. Finally, Mathematics teachers and trainers of teachers refer to Collaborative Authorship Work as one of the aspects of curriculum reorganization that has been consolidated in pedagogical practices and has acquired meanings of social intervention and transformation for both teachers and students