ORGANIZATION OF PEDAGOGIC WORK IN BRAZIL: PRIMARY SCHOOLS

Abstract

The fallowing article is about the organization of pedagogic work in primary schools in Brazil, with the goal of making an analysis on the topics that surround the structure of public primary schools in our country; considering from the beginning of the educational system, with the arrival of the Portuguese in Brazil, to current days. This analysis, of how the primary school
system came to be in Brazil, focuses on the perverse duality of public primary schools: the school as a vehicle that fulfills the basic needs of schooling and welcomes the excluded. The method utilized was investigative reading of multiple bibliographic materials, such as: books, articles and legal documents that guide primary schools. Upon studying the demands that surround the whole teaching process in our country, we validate that education, throughout the years, has favored people that are more well-off, socially and economically, because it seeks to increase the capacities and develop people in a situation
that, by its own condition, already have access to science, technology and high-quality knowledge. While public schools limit themselves to offering socialization and meeting the needs of more emerging students, to the detriment of teaching technical knowledge. It is possible to conclude, from all the bibliographic material studied, that the organization of work in primary
schools in Brazil has favored, year after year, a centralized school with regards to respecting differences, welcoming and meeting the needs of survival, but with no commitment to knowledge, technology or science. It is known that social inclusion, inside schools, detached from high-quality knowledge is mere welfarism, patching of inclusive schools, and patching the education for all.