O sistema apostilado nos anos iniciais do ensino fundamental: implicações para a autonomia do trabalho docente

Abstract

The Apostille System is being promoted in several Brazilian public schools. In this sense, it is understood that it is standardized material, with content organized based on texts, explanations and exercises. Based on this, the present work sought to understand and analyze, through qualitative and bibliographical research, how the use of Handouts can interfere with the autonomy of the teacher's work in the Initial Years of Elementary School. Analyzing the scientific production on the topic, a search was carried out in the Bank of Theses and Dissertations (BDTD), using a time frame of the last ten years (2013 – 2023). To this end, the 24 bibliographies passed through an initial analysis and, subsequently, based on the most careful selection, totaled 5 bibliographies for the study. In summary, research indicates that the Apostille System removes teacher autonomy, dictating what the teacher must follow and do, through transmissive teaching. That said, it is suggested to compensate for the use of the booklet as the only pedagogical resource, as the teacher's autonomy is fundamental for the development of respectful practices, which value the experiences and knowledge of children, and also, value their own professional identity.