<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022018000100466</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201844173981</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A recuperação intensiva no Estado de São Paulo: uma experiência com professoras de uma escola pública]]></article-title>
<article-title xml:lang="en"><![CDATA[Intensive recovery in the State of São Paulo:an experience with female teachers of a public school]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schermack]]></surname>
<given-names><![CDATA[Lúcia Veiga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sant&#8217;Ana]]></surname>
<given-names><![CDATA[Izabella Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Paulista  ]]></institution>
<addr-line><![CDATA[Sorocaba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[Sorocaba São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>44</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022018000100466&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022018000100466&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022018000100466&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo é resultado de uma pesquisa que investigou os sentidos atribuídos por professoras de uma escola pública no interior paulista, sobre a política de recuperação intensiva. Criada em 2012, na rede estadual de ensino de São Paulo, a proposta consiste na criação de classes para trabalhar com alunos com dificuldades de aprendizagem e defasagens escolares. Este artigo relata como a política foi implementada: o trabalho pedagógico, os desafios encontrados e as ações adotadas para superá-los. Pautado na teoria histórico-cultural, foi realizado um estudo de caso, com a utilização da observação participante, diários de campo e entrevistas. Os resultados obtidos apontaram que a política de recuperação intensiva foi percebida de forma positiva no que tange ao seu objetivo, mas existiram críticas especialmente sobre a necessidade de realizá-la logo que sejam evidenciadas dificuldades de aprendizagem e não em anos posteriores. Os desafios encontrados envolveram aspectos como heterogeneidade de dificuldades de aprendizagem apresentadas pelos alunos, conflitos com a equipe de gestão, descontinuidade no suporte educacional ofertado pelos professores auxiliares em virtude de alta rotatividade. Foram evidenciadas formas de resistência e ações individuais e em grupo que visaram a construir estratégias para lidar com os problemas encontrados no processo. Conclui-se que a política de recuperação intensiva, tal como está configurada, não consegue alcançar as suas finalidades, o que aponta a necessidade de se analisar criticamente os múltiplos fatores envolvidos na produção e na perpetuação do não aprender na escola e o modo de operacionalização dos sistemas de recuperação da aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is the result of a study that investigated the meanings given by female teachers of a public school in the countryside of the State of São Paulo regarding the so-called intensive recovery policy. The proposal, created in 2012 in the São Paulo state school system, consists in opening classes to work on students with learning difficulties and school gaps. This article reports how the policy was implemented: the pedagogical work, the challenges that were found, and the actions taken to overcome them. Based on the historical-cultural theory, a case study was carried out using participant observation, field diaries, and interviews. The results obtained showed that the intensive recovery was perceived positively in terms of its objective, but there were criticisms especially in relation to the need of implementing it as soon as learning difficulties are detected and not in later years. The challenges found involved aspects such as heterogeneity of learning difficulties students have, conflicts with the management team, dis-continuity in the educational support provided by assistant teachers due to the high turnover. Forms of resistance and individual and group actions, aimed to devise strategies to deal with the problems appearing in the process, were highlighted. We concluded that the intensive recovery policy, as it is conceived, fails to achieve its purposes, which leads to the need to critically analyze the multiple factors involved in producing and perpetuating non-learning in schools and the way the learning recovery systems are operated.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Recuperação intensiva]]></kwd>
<kwd lng="pt"><![CDATA[Recuperação escolar]]></kwd>
<kwd lng="pt"><![CDATA[Fracasso escolar]]></kwd>
<kwd lng="en"><![CDATA[Intensive recovery]]></kwd>
<kwd lng="en"><![CDATA[School recovery]]></kwd>
<kwd lng="en"><![CDATA[School failure]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YAMAMOTO]]></surname>
<given-names><![CDATA[Kátia]]></given-names>
</name>
</person-group>
<source><![CDATA[Projeto intensivo no ciclo I: um estudo de caso etnográfico a partir da psicologia escolar. 2012]]></source>
<year>2012</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Universidade de São Paulo]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
