Projeto de Correção de Fluxo no Rio de Janeiro: Reflexões de uma professora de História, de sua atuação em turmas de aceleração

• Ano de defesa: 2022
• Autor(a) principal: Mourão, Rebeca Pimentel
• Outros Autores: [e-mail]
• Orientador(a): Cabral, Maria Aparecida da Silva
• Banca de defesa: Rocha, Helenice Aparecida Bastos , Sanches, Maria Cecilia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de História (PROFHISTORIA)
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: Brasil
• Palavras-chave em Português: Projetos de correção de fluxo; Políticas públicas educacionais no RJ; Ensino de história; Interdisciplinaridade; Currículo
• Palavras-chave em Inglês: Flow correction projects; Educational public policies in RJ; History teaching; Interdisciplinarity; Resume
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/20416

This dissertation deals with the flow correction projects instituted in the city of Rio de Janeiro, based on my experience as a History teacher in such projects. Such projects are part of an educational public policy aimed at guaranteeing the permanence of children and adolescents who present the age and schooling distortion, being a reality in several Brazilian municipalities in compliance with the determinations of the 1996 LDB. its purpose as a project, its political and social meanings, as well as its pedagogical methodology, based on data from the seventh CRE. It also focuses on the issue of teachers' role as mediators in the implementation of an acceleration curriculum, considering an interdisciplinary perspective when addressing the transversal themes of the basic disciplines of fundamental education. For this, authors from the curriculum field are mobilized, aiming at understanding the construction of educational public policies and the field of the history of school subjects, which problematize the relationship between the configuration of disciplinary knowledge and its purposes in education. Educational legislation, materials produced within the scope of the SME, pedagogical notebooks and conversations with teachers who work in acceleration classes in this project were used as documentary sources. As a result of this investigation, the production of new meanings for the teaching activities within the scope of the referred project can be verified.