A recontextualização do ciclo de alfabetização na rede municipal de ensino de Pelotas.

Abstract

The present study analyzed the recontextualization of the literacy cycle in Pelotas’ municipal school system through a study of case in two schools from the period of 2012 to 2014. In each school a group was monitored from the beginning at the first year until the conclusion of the third year of a nine years primary education. The qualitative research was developed based on participant observation and semi-structured interviews with two teachers and one SMED manager. The theoretical framework adopted was Stephen Ball and Basil Bernstein`s, seeking theoretical and analytical contributions to understand the politics of cycles and especially the recontextualization of the literacy cycle in Pelotas’ municipal education system. The analysis considered the cross-linking of observation data, interviews, records in the field journal, material produced by the PNAIC, legislation and guiding documents of the literacy cycle. The process of implementation went through different moments showing that this is a complex process characterized by agreements, negotiations and power relations. The initial stage of formulation of the cycle policy was marked by adjustments, problems, contradictory opinions and rejection. In the second stage there was more openness and space for participation, in addition, teachers contributed to policy adjustments through the evaluation and re-signification of their own practice. The research verified that the text of the policy was recontextualized in the field of pedagogical recontextualization (SMED) generating a new text that was again adapted and reinvented in the context of the practice. In conclusion, the literacy cycle was recontextualized in different ways between the schools investigated and within the same school showing that the policy is not consolidated in Pelotas’ municipal system and that the teachers recreate the proposal of the cycle in its pedagogical doing. Although the schools were organized from the principles of the literacy cycle they inserted theoretical guidelines and methodologies of serialization into their practices, forming a hybridized model through mixtures of pedagogical discourses and negotiations that occur at different moments in politics. There was no hegemony in the schools and classrooms observed around a type of a pedagogical practice but rather combinations of visible and invisible pedagogies, as well as approximations with mixed pedagogical practices. The study also showed that the changes that occurred in the curriculum, in the school space / time, in the pedagogical practice and in the evaluation revealed rupture movements toward a more equal school.