Sentidos e significados da qualidade da educação nos anos iniciais do ensino fundamental na perspectiva de professores da rede municipal de Londrina

• Ano de defesa: 2017
• Autor(a) principal: Lenzi, Janaina Stabile Soares
• Orientador(a): Ronca, Antonio Carlos Caruso
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Avaliação educacional - Brasil; Ensino fundamental - Avaliação; Professores - Atitudes
• Palavras-chave em Inglês: Educational evaluation - Brazil; Elementary school - Evaluation; Teachers - Attitudes
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/20465

The present study consists of a field research of a qualitative nature, which seeks to investigate the senses and meanings produced by initial years’ teachers of the elementary education in the city of Londrina regarding the quality of education. Primary education presents significant drop-out rates, reproofing and age-grade distortion that can be considered as indicators of problems in education, and therefore, of the lack of quality in the Brazilian educational system. The initial years of elementary education set the ground stage of basic education, a stage that must be well consolidated so that children continue their studies in a safe and autonomous way. In view of this framework, this study has as a guiding research question: what are the senses and meanings attributed by teachers of the initial years, in Londrina’s municipal network, to the quality of education based on lived reality and experiences? From this it is sought to understand the meanings of teachers regarding quality, as well as the aspects that constitute the educational process’ subjectivity and the quality of education. In order to do that, it is used as methodological and theoretical foundation the sociohistorical psychology, a Vygotskian perspective that has its bases in dialectical-historical materialism. The conversational system of Fernando González Rey (2005) is employed as a research tool, and the analysis takes place through Aguiar and Ozella's nuclei of meaning (2013). In order to substantiate the quality thematic, the research makes a bibliographical survey about the condition of elementary education in Brazil, presenting elements and data that allow to analyze the question of educational quality in this stage of education. It also presents two perspectives on the quality of education: total quality and social quality. The conversational system (interview) was carried out with four teachers of the first years of elementary school, being two third-year regents and two fifth-year regents from schools with distinct educational and socioeconomic realities. One school belongs to a middle-class community and is among the highest IDEBs (Index of Basic Education Development) in the city, and the other belongs to a low-socioeconomic community and is among the lowest IDEBs in the city. According to the teachers’ meanings, it is concluded that total qualities’ principles have great influence on the senses and meanings of the teachers, as well as on the pedagogical work developed in the school. At times the teachers reveal meanings about the social quality of education, especially one of the third year teachers, however, the educational system’s demands articulated to neoliberal principles make it difficult for the school to develop the work according to this perspective. An education based on ethics and freedom that allows the critical appropriation of historically constructed content by all subjects, and thus the formation of conscious and active citizens who strive for a more righteous society for all, are the principles focused by the social quality of education