O Programa Ler e Escrever na rede estadual de ensino de São Paulo: um estudo sobre seus fundamentos pedagógicos

• Ano de defesa: 2021
• Autor(a) principal: Aciem, Tânia Medeiros
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de, Teixeira, Rosiley Aparecida, Miranda, Nonato Assis de, Vercelli, Ligia de Carvalho Abões, Vasconcelos, Maria Lúcia Marcondes Carvalho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: programa ler e escrever; alfabetização; concepção curricular; formação de professores; estado de São Paulo
• Palavras-chave em Inglês: read and write program; literacy; curriculum conception; teacher training; state of São Paulo
• Palavras-chave em Espanhol: programa de lectura y escritura; literatura; concepción del plan de estudios; formación de profesores; estado de Sao Paulo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/2841

The object of study of the research was the Read and Write Program, implemented from 2008 onwards by the São Paulo State Department of Education, in the schools of the São Paulo state education system. It was part of a broad process of reorganization of public education in the State of São Paulo, called São Paulo faz Escola, which, among other measures, reorganized the curriculum of schools in the state education system. The general question that guided our research aimed to know the pedagogical foundations of the literacy proposal of the Ler escrita Program, implemented by SEE/SP in 2008, specifically its curriculum design. The general objective of the research was to verify which conceptual and theoretical references are present in the documents that supported the program. Then, describe and analyze the construction process in the program, the documents used as reference, the organization of the didactic materials developed and the theoretical and conceptual references that underlie it. It was a qualitative research, with a documentary and bibliographic character. The research sources consisted of curricular guidance documents produced in the elaboration process of the Program and in the documents that formed a reference for the Program. In short, the research shows that the curriculum design that guides the program's structuring documents is the result of a field of divergent political and ideological disputes about the understanding of the literacy process. The foundations of the literacy proposal of the Ler escrita Program were based on the categories teaching, learning, literacy and teacher training. The curricular design of the Ler escrita Program was based on literacy assumptions conceived by the socio-constructivist approach, constituted by alphabetical hypotheses in a literate environment and the socio-interactionist approach, which prioritize interactions as a social environment in a literate environment. However, the guidance documents and applicability of these approaches, produced as guides for teachers, contradictorily, direct teaching towards achieving pre- established indicators, specifically aimed at meeting the demands defined by IDESP.