ENSINO FUNDAMENTAL DE NOVE ANOS:DIMENSÕES POLÍTICAS E PEDAGÓGICAS

Abstract

The research aimed to analyze the educational policy‟s expansion of Nine-Year Basic Education and relate it to the pedagogical practices developed in the first grade classes of Elementary School of Nine Years. We selected three schools, a network of private and two public municipal city of Ponta Grossa / PR. The research required to establish relationships between the educational practices of schools and the guidelines issued by official bodies such as MEC and SEED / PR, enabled us to identify conceptions of childhood, child and schooling that permeate the discourse and practices of teachers. To meet the objectives of the research, it was used as methodology the participant observation for data collecting, with logbook record and questionnaires to principals, teachers and educators. The subjects were children, teachers, educators and principals of the first grade of Elementary School of Nine Years who work in these schools. In the first chapter, it was made the mapping of the research on the subject, recorded in the database of CAPES. The second chapter covers the history of compulsory education in Brazil and the expansion of the Law in ES. We used theoretical contributions of Heller (1992); of Forquin (1993), de Certeau (1997) and Geertez (2008) to discuss daily life and school, McLaren (1992), Bourdieu (1998) and Foucault (2010) to work the concepts of culture, power, discipline and resistance of teachers and students in practices, the consequences of the subjectivity of the subject. The study made it possible to understand that teaching practices in certain educational fields are not in line with the singularities of the age group of children in the first grade of Elementary School of Nine Years. There was a disruption and a further restructuring in school life, however, an implementation, full of insecurities, doubts and discomfort experienced especially by the teachers of the first grade. This suggests that the educational process defined for classes of the first grade needs to be rethought. The research concluded that the policy of expansion of the Nine Year Basic Education has brought benefits to children of six years old, but still needs to be legitimized the respect to the uniqueness of the age group of children in primary education schools. There is a need to pay attention for first grade classes, to review the practices of literacy, understanding the resistance teachers and students present to establish new times and spaces in which the play, the uniqueness of childhood, is present in the child‟s schooling process.