Mudanças e inovações na organização curricular de escolas estaduais de ensino médio do município de Santa Maria/RS

Abstract

The present paper had as its objective to characterize the State High Schools (Escolas Estaduais de Ensino Médio - EEEM) of the Santa Maria RS municipality curricular organizational changes, taken into effect throughout the attendance of the current educational legislation, identifying the characteristics of the curricular organizations which are associated innovative changes in the school daily routine from what is expressed in the political-pedagogical projects (PPP), of speeches of the coordinators from the 8th CRE Education Regional Coordination - (1999-2002 and 2003-2006 management) and the teachers. The changing proposals in the school structure were built in the State Schools Bureau (Rede Estadual de Ensino REE) of the Santa Maria RS municipality from the year 2001, aiming at reaching what is advised the LBD 9394/96. Keeping in mind that this Law proposes innovative changes in the EEEM organizations, especially, regarding the curriculum, we present a brief reflection about the conceptions of: Change, innovation and reform; school culture as a possibility to understand the school organization; PPP as an instrument for this organization democratization, curriculum and the interdisciplinary as a way of curriculum organization. For the accomplishment of this study, we retook studies that were carried out by the COTESC (School Tutoring Conditioning in the Supervised Curriculum Stage: articulating Initial Formation and Continued Formation of the teachers) Research Project staff about the PPP construction process of eighteen (18) EEEM in the Santa Maria RS municipality. In the continuation of what had already been researched by this staff, we aimed at understanding the implementing process and the PPP rebuilding of these schools, interviewing the 8th CRE management (2003-2006). In the response of the interviewees, it was clear that the schools pedagogical proposals, practically, did not suffer any alteration. We opted, then, for analyzing six (6) of the eighteen (18) PPP whose structural items characterized a more moderate in the participative planning and, especially, because they are the ones which sign for more school organization changes as regards the curriculum, identifying, through document analysis plan, this organization innovative aspects. However, we deepened the school 17 pedagogical proposal studies to understand the implementation process of this school daily routine change for it presents a more daring proposal concerning the other five (5). We obtained the data for these studies through structured interviews. The obtained data through the school textual documents and the interviews allow us to consider that the expressed changes in the PPP of the six (6) EEEM are characterized as innovative faced with the interdisciplinary proposal as a way to organize their curricula, however, it is an externally induced innovation for what is advised by the LBD/96. School 17, although, it had also constructed its pedagogical proposal by this Law, shows in the proposed changes operation, an internally generated innovation which is noticed by its subjects actions when they search for solutions for the faced problems in the necessities that appear, redefining ways and structures which guarantee success in this implementation. (Re)building and implementing a pedagogical proposal makes possible to the education professionals to rethink their practices not only towards the curriculum organization but also the school as a whole.