A Reorganização do ensino fundamental de nove anos a partir do Projeto Político Pedagógico das escolas

Abstract

The present work aim to analyze the Pedagogical Political Projects of municipal schools of Dourados-MS related to its pedagogical reorganization to attend the specificities of nine years Elementary School. This qualitative research was developed in two stages: a) bibliographic and documentary survey, including, in the last one, the law of nine years Elementary School (Laws, Opinions and Resolutions) and the documents produced by the Education Ministry to guide the implementation of this policy; (b) field research in two municipal schools of Dourados-MS. The data collection was made of interviews with coordinators and teachers of the schools, technicians of the Municipal Department of Education and observation with photographic record of physical spaces of the institutions investigated. The results show that the implementation of this policy in schools occurred without systematized and continuous planning actions that would guarantee changes of the structural aspects and didacticpedagogical, changes in the curriculum, development of continued training with the professionals and review of the evaluative practices, the results also indicate that there was no reformulation of the Political Teaching Projects considering the specificities of nine years Elementary School. Based on these data we may say that, the implementation of the policy in the scholar context, indicates an inadequate process of pedagogical reorganization, that can lead only to the inclusion of child in this new stage of basic education. Therefore, the study signalizes the need to rethink the nine years Elementary School, mainly refering to the reorganization of pedagogical schools, that in turn, needs to be scaled to the new challenges that this stage of education imposes, allowing opportunities for access, endurance and learning quality.