O ensino fundamental de nove anos e a gestão pedagógica: reflexões em torno da implementação do bloco de alfabetização

Abstract

In this study, developed in the specialization course in Educational Management of the Federal University of Santa Maria/RS, we focus on the organization of teaching work from the implementation of the pedagogical block. Our general objective was to understand how the pedagogical management of schooling processes occurs in the Literacy Cycle since the implementation of nine year Elementary School. We had as research context a municipal school of Santa Maria and the participating subjects were the teachers of the literacy block and the pedagogical coordinator. This research is qualitative sociocultural narrative and we used the studies by Vygotski (1988, 1991, 2012), Bauer and Gaskell (2002), Bolzan (2002-2017), Blacksmith (1999, 2011, 2013), Lück (2008, 2009, 2014) as a theoretical contribution. From the data collection, we have produced graphs and recognized pass and fail rates since 2007, and we used narratives as elements to recognize pedagogical management within the indexes. Through them, we list two categories: literacy teaching and pedagogical work and management in the literacy block. We could evidence, through the narratives, that the planning does not happen in a shared way among the teachers because the school does not have time for this. There are many challenges, such as the inclusion, the use of technology and the lack of commitment of families with the schooling of children. In addition, children's curiosities are driving elements for the development of teaching work, seeking to reduce the high levels of failure in the 3rd year from playful activities, such as playing, and the use of different materials and spaces to learn successfully.