Regimes de interação e de sentido em práticas pedagógicas do programa Acelera Brasil:

Abstract

The present study is an analysis of the program aimed at public schools in the country called Acelera Brasil, coordinated by the Ayrton Senna Institute. As can be seen from the title of this program, which uses a metaphorical association with the automobile world, it translates into a series of propositions of a practical nature that aim to correct the age-grade distortion of students enrolled in the 2rd to 5th year of the elementary school, making them advance, accelerating the step to the following grades. Based on a rigid program to be followed by teachers and students, there is a promise of successful training. With twenty years of existence and serving schools in 974 municipalities, it claims to have achieved an educational advance of up to eight times the average speed of Brazilian municipalities. In view of this, the research presented here proposed to analyze the documents related to an already consolidated public-private partnership program and the planned pedagogical practices. To this end, the research is constituted as a case study, through observations, analysis of records of a documentary nature and interviews with teachers from two public schools that joined the project. As a theoretical foundation, studies arising from discursive semiotics are mobilized, guided by the investigation of pedagogical practices and discourses. It is assumed that the excessive monitoring of teachers contributes to the emptying of their actential role, since it places them in the condition of an addressee who is responsible for a duty to do defined by a planning and decision-making instance constituted elsewhere, in a marked asymmetry.