O PROFESSOR DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL E AS REFORMAS EDUCACIONAIS

IMPLICAÇÕES NA SUA ATUAÇÃO POLÍTICA E PEDAGÓGICA

Abstract

This research aims to identify and analyze how the teacher positions and responds in terms of professional performance, the pressures of the educational policy oriented to the search for results (or performance) of students in face of large-scale evaluations in schools. Elementary School (early years), in the municipality of Rio Branco, Acre. The focus is the relationship established between teacher-reform-strategies that this professional has developed facing the demands that have caused changes in his work. To this end, it relies on theoretical references, such as: Torres (2009); Freitas (2012); Ball (2004); Oliveira (2004); Ximenes (2012), Contreras (2002) and Giroux (1997). The research subjects are teachers of the Rio Branco - Acre municipal education system who work in the early years of elementary school, prioritizing the teachers of the 3rd (third) and 5th (fifth) years. It is a qualitative approach study with descriptive approach that aimed to obtain data with the support of semi-structured interview and questionnaire. The research identified that significant changes were made in the local school system with the collaborative regime, restructuring the teaching organization, resulting in changes in teaching work. Teachers' pedagogical work has been guided by teaching descriptors and periodic evaluations, making teacher action essentially regulated. Responsibility for results has been attributed to the teacher, resulting in the intensification of his work and the restriction of professional autonomy. Coping strategies have strongly focused on didactic-methodological actions to the detriment of those of a political nature.