O potencial da lei do ensino fundamental de 9 anos
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Arquivos
Data
2015
Tipo de documento
Tese
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Linguística, Letras e Artes
Modalidade de acesso
Acesso aberto
Editora
Autores
Schlickmann, Maria Sirlene Pereira
Orientador
Furlaneto, Maria Marta
Coorientador
Resumo
Esta tese insere-se na linha de pesquisa "Texto e Discurso", do Programa de Doutorado em Ciências da Linguagem da Universidade do Sul de Santa Catarina - UNISUL. Reflete acerca do processo de implantação e implementação da Lei n. 11.274/2006, que amplia o Ensino Fundamental de oito para nove anos de duração, colocando as crianças de seis anos na escola. São objetivos desta pesquisa: a) Geral: analisar histórica e politicamente as discursividades manifestadas na política do Ensino Fundamental de nove anos (Lei nº. 11.274/2006) e seus desdobramentos no contexto das instituições educacionais. b) Específicos: Conhecer e analisar o contexto histórico e político em que se deu a criação da Lei nº. 11.274/2006 no Brasil e em Santa Catarina; investigar o processo de implantação do Ensino Fundamental de nove anos - Lei nº. 11.274/2006 - e seu impacto em instituições educacionais de Santa Catarina; identificar os desdobramentos da implantação da Lei nº. 11.274/2006 em instituições de ensino fundamental de Santa Catarina; conhecer os limites e desafios encontrados por essas instituições para adequarem-se ao que foi instituído pela Lei nº. 11.274/2006. O dispositivo teórico e analítico é o da Análise de Discurso (AD) de linha francesa, mais especificamente os estudos de Pêcheux (1982; 1988; 1990; [1975] 2009; 1990; 1997; [1983] 2010; [1990] 2011; [1991] 2011; [1982] 2011; 2010; [1983] 2012) e Orlandi (1984; 1996; 1998; 2001; 2002; 2007; 2009a; 2009b; 2010a; 2010b; 2011a; 2011b; 2012a; 2012b; 2012c; 2012d; 2014), entre outros da área. Para pensar a instituição escola enquanto espaço institucionalizado, como uma instância de poder, são fontes Althusser (1978; 1985) e Foucault ([1969]2013; [1971]1996; [1975]2013). Em relação ao discurso pedagógico do Ensino Fundamental de nove anos, subsidiam as reflexões os documentos oficiais produzidos pelo Ministério da Educação como orientação para inclusão da criança de seis na escola (2004; 2006; 2007; 2009a; 2009b; 2012; 2013) e respectivos autores; o processo de alfabetização e letramento, a base é Soares (1996) e Tfouni (2010). No que tange às discussões sobre a singularidade infantil e da educação da infância, são suportes teóricos Kramer (1994; 1996; 2006; 2007; 2011), entre outros autores da área. Os procedimentos teórico-metodológicos da pesquisa, assim como os procedimentos de análise dos dados empíricos, também são sustentados pelo dispositivo teórico da AD (COURTINE, 2009; LAGAZZI, 1994; ORLANDI, 1984). A pesquisa de campo foi realizada em dois lócus, a saber: a) em sites e documentos disponibilizados na internet; b) em visitas com realização de entrevistas em quatro escolas públicas de Ensino Fundamental, situadas em quatro municípios da região da AMUREL (SC). Os resultados apontam um discurso centrado numa realidade multifacetada, onde o discurso político e o discurso pedagógico, situados numa dimensão discursiva macro, que envolvem o discurso oficial do EF9A, não chegam às dimensões meso e micro da mesma forma e, por conseguinte, também não chegam às instituições escolares. Há uma heterogeneidade discursiva que constitui os sujeitos em cada um desses lugares discursivos, sendo que na instância discursiva micro (da escola), os professores continuam trabalhando a partir dos seus saberes (TARDIF, 2002) e, dessa forma, também atuando a partir de uma lógica da escolarização (SACRISTÁN, 1998, 2005), sem considerar a infância (BRASIL, 2007; KRAMER, 2007; ARROYO, 2012; ARIÈS, 1981) e mantendo o sujeito criança, nesse espaço institucionalizado que é a escola, na (in)visibilidade.
This thesis is part of the research line "Text and Discourse," of the Doctoral Program in Language Sciences at Universidade do Sul de Santa Catarina - UNISUL. It reflects about the process of deployment and implementation of Law 11.274 / 2006, which extends the elementary school from eight to nine-year, placing six-years children in the school. The objectives of this research are: a) General: analyzing, in a historical and political way, the discourses manifested in elementary school policy of nine years (Law No. 11.274 / 2006) and its developments in the context of educational institutions. b) Specific: Knowing and analyzing the historical and political context in which the Law 11.274 / 2006 was created in Brazil and Santa Catarina; investigating the process of implementation of nine years primary education - Law 11.274 / 2006 - and its impact on educational institutions of Santa Catarina; identifying the deployments of the implementation of Law 11.274 / 2006 in primary school institutions in Santa Catarina; knowing the limits and challenges faced by these institutions to adequate themselves to what was established by Law 11.274 / 2006. The theoretical and analytical device is the Discourse Analysis (AD) of French line, specifically the studies of Pêcheux (1982; 1988; 1990; [1975] 2009; 1990; 1997; [1983] 2010; [1990] 2011; [1991] 2011; [1982] 2011; 2010; [1983] 2012) and Orlandi (1984; 1996; 1998; 2001; 2002; 2007; 2009a; 2009b; 2010a; 2010b; 2011a; 2011b; 2012a; 2012b; 2012c; 2012d, 2014), among others in the area. To think the school institution while an institutionalized space, as a power instance, the authors used are Althusser (1978; 1985) and Foucault ([1969] 2013; [1971] 1996; [1975] 2013). Regarding the pedagogical discourse of nine-years elementary school, reflections are subsidized by the official documents, produced by the Ministry of Education as a guide to include the six-year children at school (2004; 2006; 2007; 2009a; 2009b; 2012; 2013) and its authors; the process of literacy, the authors based are Soares (1996) and Tfouni (2010). Regarding the discussions about the uniqueness of childhood and the childhood education, the theoretical support is Kramer (1994; 1996; 2006; 2007; 2011), among other authors in the area. The theoretical-methodological procedures of the research, as well as the proceedings for review of empirical data, are also supported by the theoretical device of AD (COURTINE, 2009; LAGAZZI, 1994; ORLANDI, 1984). The field research was conducted in two loci, namely: a) on websites and documents available on the Internet; b) in visits with interviews in four public elementary schools, located in four municipalities in the region of Amurel (SC). The results show a speech centered on a multifaceted reality, where the political discourse and the pedagogical discourse, situated in a macro discursive dimension, which involves the official discourse of EF9A, do not reach meso and micro dimensions in the same way and, therefore, do not reach the schools institutions too. There is a discursive heterogeneity that constitutes the subjects in each one of these discursive places, and in micro discursive instance (the school), teachers continue working from their knowledge (Tardif, 2002) and, thus, they are also acting from a schooling logic (SACRISTÁN, 1998, 2005), regardless of childhood (BRAZIL, 2007; Kramer, 2007; ARROYO, 2012; Aries, 1981) and maintaining the child, in this institutionalized space that is the school, at the invisibility.
This thesis is part of the research line "Text and Discourse," of the Doctoral Program in Language Sciences at Universidade do Sul de Santa Catarina - UNISUL. It reflects about the process of deployment and implementation of Law 11.274 / 2006, which extends the elementary school from eight to nine-year, placing six-years children in the school. The objectives of this research are: a) General: analyzing, in a historical and political way, the discourses manifested in elementary school policy of nine years (Law No. 11.274 / 2006) and its developments in the context of educational institutions. b) Specific: Knowing and analyzing the historical and political context in which the Law 11.274 / 2006 was created in Brazil and Santa Catarina; investigating the process of implementation of nine years primary education - Law 11.274 / 2006 - and its impact on educational institutions of Santa Catarina; identifying the deployments of the implementation of Law 11.274 / 2006 in primary school institutions in Santa Catarina; knowing the limits and challenges faced by these institutions to adequate themselves to what was established by Law 11.274 / 2006. The theoretical and analytical device is the Discourse Analysis (AD) of French line, specifically the studies of Pêcheux (1982; 1988; 1990; [1975] 2009; 1990; 1997; [1983] 2010; [1990] 2011; [1991] 2011; [1982] 2011; 2010; [1983] 2012) and Orlandi (1984; 1996; 1998; 2001; 2002; 2007; 2009a; 2009b; 2010a; 2010b; 2011a; 2011b; 2012a; 2012b; 2012c; 2012d, 2014), among others in the area. To think the school institution while an institutionalized space, as a power instance, the authors used are Althusser (1978; 1985) and Foucault ([1969] 2013; [1971] 1996; [1975] 2013). Regarding the pedagogical discourse of nine-years elementary school, reflections are subsidized by the official documents, produced by the Ministry of Education as a guide to include the six-year children at school (2004; 2006; 2007; 2009a; 2009b; 2012; 2013) and its authors; the process of literacy, the authors based are Soares (1996) and Tfouni (2010). Regarding the discussions about the uniqueness of childhood and the childhood education, the theoretical support is Kramer (1994; 1996; 2006; 2007; 2011), among other authors in the area. The theoretical-methodological procedures of the research, as well as the proceedings for review of empirical data, are also supported by the theoretical device of AD (COURTINE, 2009; LAGAZZI, 1994; ORLANDI, 1984). The field research was conducted in two loci, namely: a) on websites and documents available on the Internet; b) in visits with interviews in four public elementary schools, located in four municipalities in the region of Amurel (SC). The results show a speech centered on a multifaceted reality, where the political discourse and the pedagogical discourse, situated in a macro discursive dimension, which involves the official discourse of EF9A, do not reach meso and micro dimensions in the same way and, therefore, do not reach the schools institutions too. There is a discursive heterogeneity that constitutes the subjects in each one of these discursive places, and in micro discursive instance (the school), teachers continue working from their knowledge (Tardif, 2002) and, thus, they are also acting from a schooling logic (SACRISTÁN, 1998, 2005), regardless of childhood (BRAZIL, 2007; Kramer, 2007; ARROYO, 2012; Aries, 1981) and maintaining the child, in this institutionalized space that is the school, at the invisibility.
Palavras-chave
Análise do discurso, Ensino fundamental, Alfabetização, Educação e Estado