A POLÍTICA DE ENSINO FUNDAMENTAL DE NOVE ANOS: os desafios da implementação da Lei nº. 11.274/2006 na Rede Pública Municipal de São Luís

Abstract

This dissertation integrates Line State Research and Educational Management - Research Group Education Basic Policies of Post -Graduate Education UFMA. Analyzes the implementation of the expansion policy of Elementary School nine years in the municipal schools in the capital Sao Luis, in the light of the provisions of Law No. 11.274/2006. It also seeks to identify the guiding principles of this expansion and its impact on the supply of this initial stage of basic education. The methodological procedures used to develop the study contemplated literature and documents as well as statements by the subjects who participated in this process in the network. The theoretical foundation rests upon authors such as Harvey (1993) Gomes (2001), Shiroma, Fields and Garcia (2005), Barbosa (2006) and Congílio (2010), Alves-Mazzotti (1991), Vieira (2004), Minayo (1994) and Lakatos (1994) among others, and objective support reflections on the object of study, in addition author that deal with research methodology such as (name of at least three authors). The legal reasoning relies on the LDB No. 9.394/1996, the Law 11.274/2006, and other laws besides the documents produced by the Ministry of Education - MEC, in order to guide the implementation of the law which provides for the extension of Elementary school from eight to nine years, with the entry of the child at this stage of education from the age of six. We rely also on documents prepared by the Municipal Secretariat of Education of São Luis, which express the conceptions of education, children and childhood, and the guiding principles of the implementation of this policy on the network, such as: Curriculum Proposal, Conceptual Framework, Proposal for expansion of Elementary School Nine years and notebook I Learning Cycle. We rely also on documents prepared by the MEC in order to guide the actions taken by the school systems in the country. The analysis of documents confronted with the testimonies of the subjects heard during the development process of this study , have deepened our understanding of the implications of the implementation of the Act and reaffirmed our understanding that the implementation of this policy in the municipal schools of St. Louis lies it is still in the process , requiring monitoring and investments in adaptation of physical spaces , the acquisition of teaching materials and teacher training , in view of the consequences of this expansion in the process of education of children from infancy cycle.