O processo de revisão curricular dos anos iniciais da rede estadual do Amazonas e a participação docente

Abstract

This curent disertation was developed within the Coordenadoria Distrital 03, advisory organ of SEDUC/AM. The Objective is to analyze the process of the curriculum revision in the component of the Portuguese language and the cycle of the elementary teaching.The participation in the development of the curriculum has aroused interest, with a view of concern about the quality of the Brazilian basic education, because the "duel" between the prescribed curriculum and practice, stresses the neccessity for the involvement of individuals, interested in the curriculum proposals successfully implemented. The relevance of this study lies in the reflection on the involvement of actors performing the curriculum in practice, mainly: the teacher. The assumption of this investigation, confirmed during the research is the need for strategies for the involvement of teachers in implementing the curriculum adjustments in this coordinating body. Based on a methodology of quality nature which primarily involves documents research, focusing on the official documents that guide curriculum change; the literature that emphasizes the study of curriculum and lastly the field research with a series of semi-structured interviews aimed at managers and pedagogues in two different schools as well as to eight regents teachers in the classroom of the 1st to 3rd year. The development of theoretical research framework is represented by authors who have recognized contribution in the field of public politics, analysis articulating various issues that provide the understanding of curriculum and its implementation, emphasizing the process of recontextualization, among them Mainardes (2006); Lopes (2004); Sacristan (1998); Moreira and Candau (2007).The survey results showed that there is no politics of formation of the initial and continuing implementation of curricular proposals for the involvement of teachers, but isolated actions that are not complementary and interconnected hindering the attendance of basic demands for not overseeing the specificities of the different existing realities at Schools.In this sense, it was presented an Educational Action Plan, proposing actions to minimize the aspects that can hinder the implementation of the prescribed curriculum, in particularly, the teaching engagement with the curriculum, such as interscholastic continuing education and production of an educational notebook to serve to support the teacher's lessons.