Caminhos e descaminhos das políticas educacionais para os anos iniciais do ensino fundamental e seus reflexos na formação docente

Abstract

Educational policies comprise a set of actions that aim to offer better educational opportunities for students and teachers of different stages and, therefore, reduce or solve some problems in the field of Brazilian education. However, we notice that these measures are focused on teachers’ performances and direct their actions around two disciplines, considered essential for students’ success, as they overestimate external evaluations and their results as a thermometer to determine the success or failure of students and teachers. Considering those aspects, this research has as general objective to problematize educational policies for the Early Years in the context of their main actions (educational programs and performance evaluations) and their interference in teachers’ education. Considering those aspects, this research main objective is problematize the educational policies at the early stages in the context of their own actions (educational programs and performance assessments) and their interference in teachers’ education. The research highlights educational as categories of analysis educational policies, evaluation and teacher training, having as theoretical basis various authors, among them Afonso (2009, 2019), Apple (2000), Garcia (2010), Hypolito (2010), defenders of a democratic education, that respects students and teachers, free from any commercial bias and based on the struggle for citizenship; The methodology adopted for conducting the research was qualitative, involving bibliographical, documentary and field research, of a descriptive, explanatory and exploratory nature. We used a questionnaire as a tool for data collection. The locus that served as the basis for the field research was the Municipal School of Elementary Education Vereador José Grimaudo Tavares, in Juripiranga-PB, with teachers from the first to the fifth grades of elementary school as participants. Through this research, we could notice that the teachers consider teachers’ education relevant for sharing knowledge and teaching experiences, but currently they feel devalued in face of the current scenario of Brazilian education. The reflections and experiences made possible by this research seek to demonstrate the importance of combining efforts in the sense of valuing teaching knowledge and its voice when thinking about actions aimed at solving educational difficulties, as well as considering the meaning of education and knowledge in students’ school and social life so that they can effectively insert themselves in the different social contexts they live. We believe that the topic discussed here is essential for us to think about the paths that our children's education is following and in what conditions this process has taken place, especially with regard to teachers’ work.