A educação básica em Inhambupe - BA: um estudo avaliativo sobre as políticas públicas no município (2001 – 2005)
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Data
2011
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Historicamente a educação brasileira esteve em segundo plano, por isso gerou
um sistema deficiente e insatisfatório para a formação de um sujeito livre,
consciente de ser cidadão com deveres e direitos dentro da sociedade. No
contexto nacional se insere a problemática educacional do município de
Inhambupe/BA que apresentou, em 2005, o segundo pior índice quanto ao
nível de formação de seus discentes. Na tentativa de identificar as razões pelas
quais no período de 2001 a 2005, o sistema educacional de Inhambupe aplicou
políticas educacionais que não detiveram os resultados esperados, como é o
caso da aceleração e dos ciclos, o objetivo específico deste trabalho é
caracterizar o sistema educacional de Inhambupe para compreender os dados
constatados pelo IDEB, identificando os recursos aplicados, pois a manutenção
do projeto pedagógico requer investimentos elevados, quer no material ou na
formação do humano. Os alunos que frequentaram as unidades escolares
foram oriundos da área urbana e da zona rural. A maioria das escolas do
Ensino Fundamental é administrada pela prefeitura, entre as quais se destacou
a Escola Ponte Real, instituição onde foi realizada a pesquisa empírica, e para
tanto, utilizou-se a metodologia qualitativa e no decorrer da pesquisa de campo
foi permitido o acesso àqueles que vivenciaram a formação do problema.
Analisou-se o aspecto histórico, por entender ser essencial saber o contexto
em que as políticas educacionais foram adotadas pela gestão municipal. A
formação destas contou com a participação de múltiplas concepções de mundo
e, muitas vezes, visam os interesses de uma pequena parte da sociedade que
ficaram subentendidos na elaboração da escrita das políticas, as quais não
contaram com profissionais detentores do conhecimento necessário para
realização da prática. Os professores tinham dificuldades em lidarem com a
aprendizagem de seus alunos, mesmo porque aqueles não tinham
preocupação com sua própria formação, assim, o parecer do como a
aprendizagem acontece era limitado. Quanto aos diretores e coordenadores
não tinham o conhecimento exigido por lei para assumirem a função. Durante o
estudo realizado foi possível perceber que os critérios adotados pelas políticas
educacionais representaram implicações diretas para o insucesso educacional
constatado entre os discentes de Inhambupe, visto não serem seus objetivos
perseguidos, bem como a maioria dos professores utilizou-se de métodos
tradicionais que deixaram os educandos em segundo plano, estes se
interessavam cada vez menos pela escola e o conhecimento adquirido não foi
suficiente para tomar posicionamento na sociedade contemporânea
Historically the Brazilian education was ever in a second plan, it generated a deficient and unsatisfying system to get educate a free individual, aware of to be a freeman with citizenships within the society. In the national context is the educational problematic of the Inhambupe/BA city that had, in 2005, the second worst rating concerning to the its students education. Trying to identify the reasons why since 2001 until 2005 the educational system of Inhambupe have applyed educational politics (as the “acceleration of the cicles”) that had not the waited results, the goal of this work is to feature the educational system of the Inhambupe city to understand the data presented by the IDEB, identifying the applyed resources, given that the pedagogical project maintenance requires high investiments to acquisition of stuff or to human education. The students that attended the school units are arising from the urban area and from rural communities, most schools of Basic Education is administered by the city hall, in which stood out the Escola Ponte Real school, institution where was realized the empiric research and that to get it was used the qualitative methodology and during this field research was allowed to have access to those that experienced the start of the problem. Was made an analysis about the historic aspect, for to understand to be enssencial to know the context in which the educational politics were addopted by the municipal management. The formation of these had multiple world conceptions participation and oftentimes they just observe the interest of a part of the society in which was embased the politics elaboration and that had not skilled professional with the necessary knowledge to the practice realization. The teachers had dificulties cope with the students learning, even because the teachers were not worried about their own education, thus the conception about the learning process was limited. Concerning to the headmaster and the coordinators of the School they had not the knowledge required in law to these responsibilities. During the study was possible to note that the criteria adopted by the educational politics did represent direct implications to the poor performance of the Inhampube’s sutedents, given that their goal was not reached up, and most of the teachers used traditional approachs that left the students in second plan, and increasingly less interested in the school and the acquired knowledge was not enough to have a critical position in the contemporaneous society.
Historically the Brazilian education was ever in a second plan, it generated a deficient and unsatisfying system to get educate a free individual, aware of to be a freeman with citizenships within the society. In the national context is the educational problematic of the Inhambupe/BA city that had, in 2005, the second worst rating concerning to the its students education. Trying to identify the reasons why since 2001 until 2005 the educational system of Inhambupe have applyed educational politics (as the “acceleration of the cicles”) that had not the waited results, the goal of this work is to feature the educational system of the Inhambupe city to understand the data presented by the IDEB, identifying the applyed resources, given that the pedagogical project maintenance requires high investiments to acquisition of stuff or to human education. The students that attended the school units are arising from the urban area and from rural communities, most schools of Basic Education is administered by the city hall, in which stood out the Escola Ponte Real school, institution where was realized the empiric research and that to get it was used the qualitative methodology and during this field research was allowed to have access to those that experienced the start of the problem. Was made an analysis about the historic aspect, for to understand to be enssencial to know the context in which the educational politics were addopted by the municipal management. The formation of these had multiple world conceptions participation and oftentimes they just observe the interest of a part of the society in which was embased the politics elaboration and that had not skilled professional with the necessary knowledge to the practice realization. The teachers had dificulties cope with the students learning, even because the teachers were not worried about their own education, thus the conception about the learning process was limited. Concerning to the headmaster and the coordinators of the School they had not the knowledge required in law to these responsibilities. During the study was possible to note that the criteria adopted by the educational politics did represent direct implications to the poor performance of the Inhampube’s sutedents, given that their goal was not reached up, and most of the teachers used traditional approachs that left the students in second plan, and increasingly less interested in the school and the acquired knowledge was not enough to have a critical position in the contemporaneous society.
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Orientação: António Teodoro
Palavras-chave
ENSINO BÁSICO, POLÍTICA PÚBLICA, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, PRIMARY EDUCATION, EDUCATIONAL POLICY, EDUCATION, BRASIL, BRAZIL