Práticas curriculares nos anos iniciais do ensino fundamental: impasse e avanços no tocante á implementação das ações pedagógicas no cotidiano escolar.

Abstract

In this monographic work entitled "Curricular Practices in Early Years of Elementary School: impasses and progress regarding the implementation of pedagogical actions in school life”, discusses issues related to Curricular Practices implemented in early years of elementary school within public schools. Therefore, starts from an understanding of how teachers are implementing the curricular practices for the realization of educational activities in the classroom. The central question outlined for the research was established by concern: how are implemented the curricular practices in the Early Years of elementary education of the public school, regarding the implementation of educational activities in school life? In this study, the general objective seeks to analyze how the curricular practices are implemented in the Early Years of Elementary Education on the public school, regarding the implementation of pedagogical actions in school life. Once that the curricular practices should guide pedagogical actions implemented by teachers in their daily educational activities. Concomitantly, based on studies, for example, Silva (2002); Sacristan (1998); Moreira and Silva (1995), it presents a discussion of definitions assigned to the term curriculum and therefore emphasize their influence on the educational process, seeking during the discussions to understand the relationship between curricular practices and systematization of the curriculum in the current educational context. The research is based on qualitative approache. For the collection of data it was decided to use the semi-structured interview, applied to nine (09) subjects, 06 (six) teachers and three (03) technicians, of the Early Years of Elementary Education in a public school located in São João do Rio do Peixe-PB. Among the main results of the research, it is possible to point out a limitation of the teachers regarding the implementation of singular curricular practices to the needs of the school community, being pegged to attend the determinations of the central offices, as well as some difficulty in understanding the polysemic nature of the curriculum to the pedagogical actions guided by the school. Therefore, the research applied is relevant to the encouragement of new studies around the conceptual field of the curriculum and consequently focused on the curricular practices, as well as, to understand the interaction between curricular practices and pedagogical actions necessary and structuring of the daily educational activities in public school.