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Título
O SISTEMA DE CICLOS E A JORNADA DE TRABALHO DO PROFESSOR DO ESTADO DE SÃO PAULO
Orientador
RAQUEL FERREIRA CHAINHO GANDINI
Autor
MARIA INES MIQUELETO CASADO
Palavra chave
EDUCATION – SCHOOL CYCLES – TEACHER’S WORKING DAY – EDUCATIONAL REFORMS
Grupo CNPQ
Programa
MS - EDUCAÇÃO (PPGE)
Área
CIÊNCIAS HUMANAS
Data da defesa
25/08/2006
Nº Downloads
1409
Resumo
The reasons for this research were the necessity to understand the teacher’s work of the school system in the state of São Paulo and the attempt to answer some questions about the organization of teaching in cycles as well as the teacher’s working day. Thus, the methodological procedures used in order to discuss this theme were bibliographical source, analysis of documents from the Government Department of Education (Secretaria de Estado da Educação) and its legislation. The first chapter presents the projects of the school organization in cycles in Brazil and in the state of São Paulo. The second and third chapters summarize the educational reforms that describe the educational policy of the state in the 1980s and 1990s. The fourth chapter consists of an analysis of the controversial introduction of the continued progression regime. Finally, the fifth chapter presents a synthesis of the teacher’s working day in the 1980s and 1990s related to the teaching system organized in learning cycles. It is important to emphasize the political aspect of the educational reforms - seemingly administrative - carried out by the state, since the teacher’s working day is not in accordance with the work demanded by the organization of the teaching system in cycles.
Abstract
The reasons for this research were the necessity to understand the teacher’s work of the school system in the state of São Paulo and the attempt to answer some questions about the organization of teaching in cycles as well as the teacher’s working day. Thus, the methodological procedures used in order to discuss this theme were bibliographical source, analysis of documents from the Government Department of Education (Secretaria de Estado da Educação) and its legislation. The first chapter presents the projects of the school organization in cycles in Brazil and in the state of São Paulo. The second and third chapters summarize the educational reforms that describe the educational policy of the state in the 1980s and 1990s. The fourth chapter consists of an analysis of the controversial introduction of the continued progression regime. Finally, the fifth chapter presents a synthesis of the teacher’s working day in the 1980s and 1990s related to the teaching system organized in learning cycles. It is important to emphasize the political aspect of the educational reforms - seemingly administrative - carried out by the state, since the teacher’s working day is not in accordance with the work demanded by the organization of the teaching system in cycles.
