Contextos emergentes no ciclo de alfabetização: um estudo na rede municipal de ensino de Santa Maria

Abstract

This monograph was developed in the specialization course in Educational Management at UFSM, in research line 2, which aims to deepen the knowledge about “Pedagogical Management and Educational Contexts”. In addition, the study builds on research carried out by the Research Group Teacher Training and Educational Practices: Basic and Higher Education (GPFOPE), from the project “Teaching and Training Processes: students and teachers in emerging contexts”, of which the researcher takes part in. In this paper, we aim to recognize and ratify which emerging contexts are present in the literacy cycle, identifying them through the elements expressed by teachers and managers who work in this space. We also objectivated identifying the implication of these contexts in the organization of pedagogical work, based on a qualitative and quantitative study, carried out in a municipal teaching reality. For this, we used the mixed method in educational research, which allowed us first to survey using questionnaires and then to discuss the findings of this instrument, based on the sociocultural approach, listing the teacher formation, the pedagogical action and the teaching dilemmas, as categorical dimensions of the research. Thus, we present a discussion about the emerging contexts present in the literacy cycle, with the theoretical support of Bolzan (2002, 2009, 2016), Marcelo Garcia (1999, 2009), Libâneo (2001, 2004, 2005), among others, which contribute to the various aspects addressed in the outline of this paper. Finally, we confirm that inclusive contexts, technology, and government policies and programs previously listed are considered as emerging contexts in the literacy cycle. In addition, it was possible to highlight other elements that constitute challenges for the teachers and managers who participated in this research, such as the lack of family participation, the lack of resources, the fear of technology, the need for training, the decontextualization of policies, and the politics of progression in the first three years of the first stage of basic education. Thus, the emerging contexts listed and the new contexts brought by the subjects constitute the social fabric, promoting innovation and presenting several challenges to be reflected, to mobilize the dynamics of teaching and learning in the literacy cycle.