Mudança e resistência à mudança na escola pública: análise de uma experiência de alfabetização "construtivista"

Abstract

This study analyzes a process of change and resistance to change in the literacy proposal of a municipal public school in the outskirts of Belo Horizonte, Brazil. The change process emerged in the teachers' reflections on literacy failure. It is theoretically based on recent studies in Linguistics, Sociolinguistics, and Psycholinguistics, mainly those of Emília Ferreiro. The change in the scientific paradigm was not isolated from alterations in the school work organization, in teachers' discourse, and their relationship with work. The ensemble of these changes allowed the configuration of a group that started to create other action models in the school. This was met with resistance by part of a group of teachers who did not adopt the changes and followed other action models. This work analyzes the impasses created by these different situations, seeking to recover the varied ways of engendering change and resistance processes. We conducted this analysis by confronting the subjects' discourses and practices, seeking to unveil the web of meanings, i.e., the representations created from the conflicts. The explanation of the universe and sub-universes of meaning show, in a way, the logic within which change and resistance take place.