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Pedagogical and curricular choices in the early years of elementary school: teaching in the municipal network of São Paulo in the context of curricular reorganization

Grant number: 22/06782-0
Support Opportunities:Regular Research Grants
Duration: February 01, 2023 - January 31, 2025
Field of knowledge:Humanities - Education - Educational Teaching and Learning
Convênio/Acordo: Secretaria de Educação do Estado de São Paulo
Principal Investigator:Cláudia Valentina Assumpção Galian
Grantee:Cláudia Valentina Assumpção Galian
Host Institution: Faculdade de Educação (FE). Universidade de São Paulo (USP). São Paulo , SP, Brazil
Associated researchers:Claudia Lemos Vóvio ; Daniela Lopes Scarpa ; Danusa Munford ; Emerson de Pietri ; Lúcia Helena Sasseron Roberto ; Michela Tuchapesk da Silva ; Raquel Milani
Associated scholarship(s):23/07893-2 - Support in collecting information and organizing the database, BP.TT

Abstract

This proposal focuses its attention on the pedagogical discourse developed in Portuguese, Mathematics and Natural Science classes in the early years of elementary school, in public schools in the municipal education network of São Paulo. Its main objective is to identify and discuss the choices made by the teachers who develop the curriculum at this time of face-to-face return to schools, pressed by the urgency to recover "lost" learning in the period of the pandemic, on the one hand, and by the expectations and demands around the implementation of a new curricular proposal, the Curriculum of the City, started shortly before the beginning of the detachment from schools. It will involve analysis of documents that guide these curricular and pedagogical choices, observation of classes and interviews with the teachers responsible for them. Authors in the field of curriculum and teaching of Portuguese, Mathematics and Natural Sciences support the theoretical and methodological choices of the proposed study, as well as support the analysis of the findings. It is hoped that this will contribute to the reflections that turn to the identification of necessary conditions to support the teachers in making pedagogical and curricular choices that enhance learning in the classes of these subjects, in the early years of elementary school. Such reflections have the potential to contribute to the design and development of public policies in the fields of curriculum, teaching Portuguese, Mathematics and Natural Sciences and teacher training, also referring to the debate on public funding for education. (AU)

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