Perfil político pedagógico de uma escola pública localizada em zona rural em Cascavel-CE: docentes, discentes e currículo

Abstract

This monograph aims to identify the influence of initial teacher training in the student‟s teaching and learning in Ensino Fundamental I. We used a Municipal School of Cascavel - Ceará as a locus of our research. This work focuses on the training of teachers in order to understand their pedagogical actions and to relate these actions to the student‟s teaching / learning. It focuses also on the curriculum analysis to understand how to configure the dynamics of the school curriculum and pedagogical methods used in classroom. In this work we adopted the case study method because it consists of a qualitative and quantitative analysis of information gathering. From this method we can observe, interact with participants and have deeper understanding of the issues studied. The technique used for data collection was observations of lessons, quizzes with students, semi-structured interviews with teachers and document analysis. To analyze some issues raised by the research, we had as theoretical Freire (1987), Piletti (1991), Minayo (1994) Romanelli (1995), Nóvoa (1997), Sacristán (1998), Libâneo (1999), Matos (2001), Pimenta (2002), Tardif (2002), Esteban (2003), Saviani (2008), Silva (2009) among others. We believe that this research is relevant not only for the results, but also to understand the educational context in Cascavel and how it is designed teachers‟ profile in a rural school. Finally, it was possible to highlight that teachers in unanimity, began teaching even without having the necessary basic training. We show further that many teachers chose teaching as a profession because of family influence, and only 20% said it was for identification. It is also worth pointing out that the curriculum and SPAECE category were the most outstanding.