A abordagem da política currícular em escolas organizadas por ciclos na rede estadual de Mato Grosso : significados, influências e possibilidades

Abstract

On the process of developing Educational policy proposal of School Organised by cycles, network State schools have experienced moments of various tensions. Problematizá them and understand them become challenging to scholars of the innovations of education today. Accordingly, we have the following issue: how school administrators and teachers, public education in the State of Mato Grosso, interpret, reinterpreted and recontextualizam the policy proposal pedagogical school organization for training courses in the school context? From this question, is the main goal of research: understanding the policy development cycle in the context of practice 4 managers and 6 teachers who work in the 2nd cycle in 2 schools organized by the training courses. The theoretical study on the issues of political cycles, curricular policies, is based on studies of Ball (2000), Mainardes (2007), Pacheco (2003), Ribeiro (2008). Support questions about curricular organization of training courses for human innovation in the field of curriculum and on the integrated curriculum, contributions from Arroyo (2001), Lima (2002, 2008), Freitas (2000), Fernandes (2002), Freire (1987), Pistrak (2000), Hernándes (1988). The research is structured in a qualitative descriptive character approach, taking as locus two schools statewide education network. The subjects are 10, and 6 teachers Regents that operate in the second cycle of the two schools and 4 professional team manager, being 2 pedagogical coordinators and two directors. The data are questionnaires for these subjects, participants of the surveys, as well as data obtained from the observation made in the space of the school, and also from interviews conducted with these teachers. The relevance of research is the possibility to contribute to the understanding of curriculum policy alternatives in the context of practice in schools organized by training courses in the public school system. The relevance is considering the extension of studies on curricular policies, with a focus cycle within the school, the problems and difficulties inherent in the process of pedagogical innovation and how these are addressed in the context of micropolitics of school. To resume the study becomes relevant considering the time of effervescence of the search exceeded a single curriculum and school uniform for a school curriculum that excludes the critical and emancipating enabling the permanence and the education of all students who have access to public school.