As percepções docentes sobre os saberes dos estudantes no Programa de Correção de Fluxo Sergipe na Idade Certa - PROSIC

Abstract

The present study aims to analyze the pedagogical proposal of the State Program for Flow Correction Sergipe na Idade Certa (ProSIC), establishing a relationship between the specific and flexible curriculum proposed and the essential knowledge indicated by the teachers working in the program. This qualitative research adopts a multipaper format, consisting of the production of three articles and the development of an interdisciplinary activity notebook based on the skills identified by the teachers, seeking to identify the essential competencies for completing elementary education in the early years, in accordance with ProSIC guidelines. The first article consists of a comprehensive literature review on the topics of Curriculum and Flow Correction, followed by a critical analysis of the main approaches and contributions present in the literature. The second article examines the educational public policies in Sergipe that guarantee students' access and permanence, focusing on the implementation and impact of ProSIC in the state context. The third article presents a field study conducted with teachers from a state school that has ProSIC classes, seeking to identify the knowledge and skills considered indispensable by educators for students' development. Although each article has its own specific objectives and is autonomous in its approach, the three texts are interconnected, forming a cohesive set that aims not only to understand but also to improve the pedagogical practices adopted in ProSIC. Ultimately, the research culminates in the production of an educational material (activity notebook) developed in collaboration with teachers, with the goal of guiding teaching practices and strengthening learning in flow correction classes.