A elaboração da proposta curricular para os anos iniciais do ensino fundamental na rede pública municipal de Limeira durante o ano de 2013: uma análise sobre os contextos de influência e produção de texto

Abstract

This work has two main goals which are interrelated. The first intends to analyze the process of preparing the elaborating process of preliminary version of the proposed curriculum for the early years of elementary education in municipal public schools in Limeira (SP) during 2013, revealing the history of itself, actors, programs, theories and actions that influenced the construction of curriculum policy, culminating in the text production which will be also analyzed. The second, having a provocative nature, brings an Educational Action Plan, which aims the monitoring and implementation of the proposed curriculum, through teacher participation. For accomplishing the goals, documentary researches were made and , interviews with Educational Development agents, Area Coordinators, responsible for preparing the preliminary curriculum version , representatives of trade unions linked to teaching and who work in the city, a focus group with five municipal school principals and a school questionnaire applied to teachers from those school units. The collected data were compared with the available literature, which helped in the local reality analysis, from the understanding of different actors roles, the motivation for which a policy start in a government agenda and how policy cycles articulate to give meaning to the actions. It was observed that the Municipal Department of Education Secretary team was responsible for preparing the proposed curriculum version, heavily influenced by the historical antecedents lived between 1998 and 2012, in the Municipal Public Education in Limeira and the performance of other actors as epistemic and disciplinary communities. We add to this, the political environment existing in 2013, which the organizational structure of the Municipality and its Departments were reorganized and brought to the county a new tutoring, historical and critical Pedagogy. With the analysis of the policy text production, one can see the need to produce texts that serve as support as well as actions focused on teacher education and their participation in the review of the proposal so that the prescribed curriculum to consolidate in the county, providing a quality education.