Cultura organizacional da escola: contribuições para o Ciclo de Alfabetização

Abstract

The present study sought to investigate the directions related to the literacy process of children in the early years of Elementary School from the restructuring of the teaching offer in the municipal network and the interference caused in the organizational culture of municipal public schools in Pindoretama - CE. For this, we seek, initially, to analyze the meanings that are shared in the organizational culture of these schools about the literacy process, following in the description of the literacy practices that are developed in relation to the children's literacy process and, finally, to understand the interaction relationships that occur during the pedagogical accompaniment of the children's literacy process. Our theoretical foundation is based on the concepts of culture, described according to the studies of Laplantine (2003) and Geertz (2008), relating it to school organization, arriving at the studies of organizational culture of the school, from the concepts of Libâneo (2008) and Teixeira (2002). We used studies on the psychogenesis of written language, developed by Ferreiro; Teberosky (2001), the concepts of literacy and literacy, from the perspective of Soares (2018) and Morais (2012), to discuss and analyze the interference suffered in the organizational culture of the school in the literacy process of children in the Literacy Cycle of the years Literacy Initials, from the process of restructuring the teaching offer in the municipal network of Pindoretama - CE. This investigation was developed from the perspective of qualitative research, using the questionnaire through Google Forms as instruments for data collection, where we obtained professional and general data on the subject addressed and the semi-structured interview that provided important information from the point of view of the participants. pedagogical coordinators of the six schools participating in the investigation. Data analysis was performed based on the ideas presented by Lüdke (1986), using tables to organize and analyze the data obtained during the interviews. The subjects involved were seven Pedagogical Coordinators of the six schools that attend the Literacy Cycle of Elementary Education of the Municipal Network of Pindoretama - CE, considering that these schools went through the process of restructuring the teaching offer of the public municipal network of that municipality. The results obtained reveal that there are meanings with differences and similarities about literacy among the seven coordinators involved in the research and consequently there is a differentiation and some similarities in the literacy practices developed in the six educational institutions that work with the literacy cycle in the network municipal public. A clear example is when the coordinators talk about the concept of literacy, because while for some literacy is coding and decoding, for others it is literacy and literacy. As for the interactions, these were also not unanimous among the seven coordinators participating in the research. For all pedagogical coordinators the restructuring process brought many challenges of interactions between the school community, families, teachers and managers, however for some the challenges were even greater. However, everyone managed to face and overcome these challenges and today there is an acceptance and a very positive partnership in the six educational institutions that participated in the research.