Navegando por Palavras-chave "Rede Municipal De Ensino De São Paulo"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Estudo acerca das relações de gênero e suas repercussões sobre o trabalho docente na Rede municipal de ensino de São Paulo
    (Universidade Federal de São Paulo (UNIFESP), 2020-09-30) Deodato, Mariana Fonte Boa [UNIFESP]; Penna, Marieta Gouvea De Oliveira [UNIFESP]; Universidade Federal de São Paulo
    The theme of this research is part of the debate on teaching working conditions, with a focus on gender issues, in order to understand the repercussions of gender relations on the work of teachers of the final years of elementary school in the municipal public system of São Paulo. Analyzing the history of women in education, it is possible to verify that their access to schooling was belatedly allowed and the education for them was different comparing to what was offered to men. It can be seen that the feminization of teaching occurred at the same time that teaching work became more precarious and devalued. It is understood that, in a patriarchal society, women's work is considered with lower value and prestige. Thus, the school as a replicator of social inequalities is an environment where sexist practices are reproduced and, often, normalized. Based on the above consideration, the concept of historical materialism is adopted as an investigative approach and the following research question is presented: do gender issues existing inside and outside school affect the relationships in the school environment and teacher’s work, and can they even promote differences in the nature and division of duties between male and female teachers? A quantitative research will purview the following objective: i) to verify whether sex interferes in schooling and teaching functions; besides, from a qualitative perspective, the research aims to investigate: ii) whether gender relations outside school cause effects on teaching work, iii) whether gender inequalities imply an overload of tasks for female teachers, iv) whether precarious working conditions affect more female than male teachers and v) the representations of female teachers about gender roles and stereotypes in their work. For that purpose, it was carried out a quantitative research about the public school servants through the analysis of data provided by the São Paulo Municipal Department of Education, and a field research, with semi-structured interviews with teachers, coordinators and principal of two elementary schools of the municipal school system of São Paulo. The main authors supporting the analyzes as a theoretical framework are Joan Scott, Heleieth Saffioti and José Contreras, in addition to contributions from other researchers, such as Dalila Oliveira and Michael Apple. From the analysis made, it can be seen that teachers are subjected to precarious working conditions, such as loss of autonomy, overload of tasks and low salaries. It was also noticed that gender relations mark the teaching work in schools, with women and girls being more exposed to situations of harassment and discrimination. It can also be observed that most women have a lato sensu postgraduation grade due to the fact that this training is, most of the time, distance learning, allowing flexibility of time dedicated to study. It can be noted that women, especially when they are black, face more difficulties to study and, mainly, to participate in training outside the São Paulo municipal education network, due to the accumulation of working hours and domestic tasks. As a result, women are less likely to grown in their careers, to increase their salaries and to access management positions. Nonetheless, racism is also prominent in the school's daily life. Therefore, gender and race issues must be debated both during teacher training and in basic education classes.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Reforma Curricular Da Rede Municipal De Ensino De São Paulo (2013): Concepções De Alfabetização E Letramento Em Duas Escolas Localizadas Em Territórios Vulneráveis
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-18) Santos, Vanessa Santana Dos [UNIFESP]; Bello, Isabel Melero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The present work had as object of study the implementation of the guidelines of the document Program of Curricular and Administrative Reorganization, Expansion and Strengthening of the Municipal Education System of São Paulo (2013), which restructured the Cycles of Elementary Education in: Alphabetization Cycle – 1 st to 3rd year, Interdisciplinary Cycle - 4th to 6th year, and Authorial Cycle - 7th to 9th year, delimited in the Alphabetization Cycle that proposes that all children to be literate until the age of eight, at the end of the 3rd year of the Alphabetization Cycle (BRAZIL, 2012a). It is understood that the discussion about literacy was more emphatic from the Republic and, over time, the term has undergone changes in its meaning, with implications in the pedagogical practice. In the 1980s, the “literacy” neologism emerged (TFOUNI, 2010) that establishes the relationship between the use of writing and social practices. Considering the changes in the new curricular proposal of the city of São Paulo and the conceptions of literacy and literacy that emerged throughout the reforms, the following problematization is proposed: Which conceptions of alphabetization and literacy are present in the municipal curriculum of the city of São Paulo and the pedagogical practices of the teachers of two schools located in vulnerable territories? For this, the main objective of the research was to comprehend the conceptions of alphabetizing and literacy in the Program of Curricular and Administrative Reorganization, Expansion and Strengthening of the Municipal Education System of São Paulo – More Education São Paulo and their relations to pedagogical practices of the teachers who teach in the two schools located in vulnerable territories. In this sense, the intention was, from a historical perspective, to raise the conceptions of alphabetization in the four moments of its history (MORTATTI, 2000, 2006), as well the insertion of literacy in the end of 19th century. In addition, to identify the influence of international organizations in relation to alphabetization in Brazilian public policies, as well as the influence of certain concepts of alphabetization and literacy derived from the academic field in official documents, among them: National Curriculum Parameters of Portuguese Language (PCNLP), The Program for the training of alphabetizing teachers (PROFA) and the Pro-Literacy and, specifically, at the municipal level; to analyze the curricular and administrative reform of the Municipal Department of Education (SME/SP) and the concepts of alphabetization and literacy contained in it, based on the Curricular Guidelines and proposition of learning expectations for Elementary School-Cycle I, document previous to the reform, and the Conceptual and Methodological Elements to define the Learning Rights and development of the Literacy Cycle (1st, 2nd and 3rd years) of Elementary School and PNAIC, considered, by the official document, as principles of the reorganization of the Municipal Teaching Network of São Paulo; finally, to understand the pedagogical practices of the teachers who teach in vulnerable territories, starting from the official documents already analyzed, from the perspective of alphabetizing through teaching to read and to write. This was a qualitative research that used the Policy Cycle (Ball, 1994) and its contexts: influence, production and practice. In the context of influence, we sought the origin of literacy and literacy and the actions of international organizations in Brazilian documents. In the production, we tried to raise the conceptions of literacy and literacy in official documents. Finally, in the context of practice, through semi-structured interviews, analysis of schoolbooks and observations in loco, we aimed to articulate these research instruments to understand pedagogical practices. It was concluded that the political texts underwent re-creations and recontextualization according to the conceptions and perspectives of the teachers who reformulated the policies of the alphabetizing through teaching to read and write section, in a different way from what was presented.