A tarefa escolar e as concepções da prática pedagógica do professor e do pedagogo da rede municipal de ensino de Curitiba

Abstract

This study has as object of investigation the school homework related to the conceptions of the pedagogical practice of the teacher and the public-school pedagogue. The school homework was used to define the activity performed outside the school’s space-time, indicated by the teacher, to be accomplished at home by the student with or without relatives involvement at a certain time. The research guiding question is: How has a group of teachers and pedagogues appropriated the concept of school homework in the context of municipal schools in Curitiba? The general objective is to understand the appropriation of the concept of school homework from the perception of teachers and pedagogues in initial years of elementary school in the Municipal Education System in Curitiba; the specifics objectives are: to start a discussion about school homework conception from the concept of pedagogical tendency; to discuss education policies focusing on school homework in the initial years of elementary school in the Municipal Education System in Curitiba; synthesize the positions of teachers and pedagogues on the use of school homework in municipal schools of Curitiba; and to map school homework of the Covid-19 pandemic period and provide opportunities for reflection on this practice in this context. The bibliographic survey on scientific productions in the period from 2000 to 2018, pointed out problematizations of the school homework in aspects such as: disqualification of the least favored class, teaching outsourcing, female gender myth and low-cost educational policy. The theoretical basis on school homework was based on Ratio Studiorum, by Franca (2019), Libâneo (2014), Perrenoud (1994) e Sacristán (1999). It was sought the concept of pedagogical practice by Franco (2015), of pedagogical tendencies by Libâneo (2014) and evaluation by Luckesi (2018). An understanding of the public school, school management, the politicalpedagogical project and the legislation was developed. The research methodology is based on the qualitative approach of bibliographic, documentary and field type, through questionnaires and semi-structured interviews with teachers and pedagogues from twelve schools and nine Regional Education Centers of Curitiba. The content analysis was supported by Bardin (2016) in the four categories listed. First: in the conceptions of the subjects' school homework, traditional and technical liberal pedagogical tendencies were found, in addition to the progressive social-critical content. Second: the guidelines, only in a Political-Pedagogical Project, was found the description of the daily school homework and recovery. Third: use of the school homework, it was found a solid favorable discourse of all participants in the research. Fourth: the role of the school homework in a time of Covid-19 pandemic, their role in conducting distance education was verified, guaranteeing the student's feeling of belonging, the documentation of their access to knowledge, the commitment of the public education professional and the outsourcing of teaching to mothers. Thus, it is concluded that the school homework is a didactic-cultural artifact that presents different conceptions in the pedagogical practice of teachers and pedagogues, being used in the teaching-learning process of municipal schools in Curitiba.