Alfabetização e a organização do trabalho escolar: relações pertinentes à gestão educacional

Abstract

This study one turns toward the reflection concerning the possible implications between the relations and mediations established in the organization of the pertaining to schoolwork concerning the reading and of the writing and the failure pertaining to school in the process of initial alphabetization. For in such a way, we search in the qualitative boarding of the research, of ethnographic character, the subsidies theoretician-methodological for the development of this study, which was developed, in a school of the Municipal Public System of Saint Maria, through participated comments, half-structuralized interviews and documentary analysis. We consider in the study the three dimensions pointed for Andres (1995) with respect to the study of the practical pertaining to school: institutional or the organizational one, the pedagogical instructional or and the partner-politician-cultural dimension. Thus, from these, one searched to understand as if it gives the organization of the pertaining to schoolwork involving the reading and the writing in the process of initial alphabetization, in the direction to recognize the theoretician-practical estimated ones, which base such organization. Thus, reflecting, where measured this organization it restricts or to potential the process of construction of the initial lector writing of the pupils. In such a way, from the carried through studies we can indicate as it conditions of the organization of the pedagogical work in the process of initial alphabetization the disarticulation enters the organizational structure of the pertaining to school work and the pedagogical structure of the classroom; aspect this consequence of the inexistence of a project significant and shared by the operating professionals in the institution. With regard to the instructional or pedagogical dimension we indicate as it conditions of the pedagogical process: didactic proposals centered in the codification and decoding of words, disentailed of the one of the uses and functions of the written language and the interests and necessities of the pupils, aspects these that contradict the fondants estimated ones of the educative project of the institution, strengthening the mentioned organizational disarticulation previously. With regard to the partner-politician-cultural dimension we point as it conditions the form of mediation between the partner-cultural differences that if present in the pertaining to school context, in the measure where the values and attitudes that the school propagates are of the dominant culture. In such a way, we understand that the overcoming of the problems evidenced in this organizational process, passes for the development of formative actions carried through in the scope school, which make possible the construction and effectivetion of really significant an educative project for the professionals, pupils and pertaining to school community, breaking of the problematization and reflection concerning the difficulties and necessities that if present in this reality, searching collectively to find the alternatives to surpass them, becoming the articulator axle of the educative actions, thus making possible the redimensioning of these practical.