A APROPRIAÇÃO DA TEORIA DE VIGOTSKI NO TRABALHO PEDAGÓGICO DE PROFESSORES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL NA REDE MUNICIPAL DE ENSINO DE GOIÂNIA

Abstract

This study, related to the research field of Education Theories and Pedagogical Processes, examines the incidence of theoretical and methodological principles and of curriculum guidelines based on Vigotski‟s body of work on the pedagogical practice of teachers working in the early years of elementary education. Such an examination focused on the Pedagogical Plan implemented in Goiânia, Brazil, in 2009 (GOIÂNIA, 2009) and on pedagogical guidelines drafted for the Municipal Education Network from 2009 to 2016. It aims to shed light on the following issues: a) possible correspondence between the Plan‟s principles and curriculum and pedagogical guidelines and Vigotskian notions concerning education and teaching; b) relations between such principles and guidelines and teachers‟ effective teaching practices; c) the movement from the drafting of the Plan towards its forms of implementation and appropriation by teachers – including obstacles and setbacks –, as well as the actual conditions for teaching practice and for the Plan‟s effective implementation. This study involved qualitative research, which included analysis of the Plan and of curriculum guidelines, and field research through classroom observation and interviews conducted at two of Goiânia‟s municipal schools that work with Cycle 1, i.e. the literacy level.Results show a general correspondence between the Plan‟s formal content and Vigotski‟s basic notions of education and teaching, even though the documentary analysis suggests that some of these notions have been reinterpreted to justify specific demands of the Municipal Education Department (Secretaria Municipal da Educação – SME), such as implementation of school cycles. As regards the Plan‟s effective enactment in schools, however, the collected data from classroom observations show that Vigotski‟s ideas are seldom referred to in teachers‟ work. Furthermore, curriculum guidelines and pedagogical procedures have been more often used to fulfil the objective of implementing the proposed Plan and of obtaining immediate results (LIBÂNEO, 2014, 2016), in accordance with a functionalistpragmatic worldview,than to meet the educational goals outlined by the Vigotskian conceptswhich comprise the theoretical framework of the 2009 Plan. Lastly, results indicate the need for the SME to further invest in continuing education initiatives and better working conditions for teachers, in case it intends to continue pursuing a pedagogical plan grounded on the culturalhistorical theory.