O debate sobre a politecnia e a educa????o integral no contexto da reforma do ensino m??dio e da BNCC

• Autor(a) principal: Galv??o, Nelson Luiz Gimenes
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
• Texto Completo: http://bibliotecatede.uninove.br/handle/tede/2134
• topic: pol??ticas p??blicas em educa????o; politecnia; educa????o integral; BNCC; reforma do ensino m??dio; public policies in education; politecnia; integral education; BNCC; high school reform; pol??ticas p??blicas en educaci??n; politecnia; educaci??n integral; BNCC; reforma de la escuela secundaria; CIENCIAS HUMANAS::EDUCACAO

The aim of this dissertation is to identify the concept of integral education contained in the High School Reform and the BNCC, to analyze its relations with the propositions of the novice schools and the contributions of the historical-critical perspective, locating it in relation to the experiences of the first ten years. of the Revolution of 1917 and the formulations of polytechnics given by Soviet educators of that period, such as Moisey Pistrak, Nadezhda Konstantinovna Krupskaya, Viktor Nikholaevich Shulgin, Anatoli Vassilievitch Lunatcharski. Our comprehension itinerary is based on the documentary analysis contained in the available bibliographic and legal framework. The problem that guides our research is: what is the conception of integral education contained in the Temer High School Reform and BNCC? This implies analyzing the contributions to the implementation of Integral Education in Brazil, passing by the influence of novice schools, under the reference of An??sio Teixeira, the formulations of historical-critical pedagogy and Socialist Pedagogy. Our methodological path is centered on document analysis, literature review about polytechnics and Integral Education. Guided by the perspective of dialectical historical materialism, data analysis will be performed from Demerval Saviani's formulations about historical-critical pedagogy, in dialogue with Marx's propositions for education, passing by Newton Duarte's contributions on pedagogies. hegemonic, such as "learning to learn," supporting us in Michael W. Apple's formulations for curriculum policy analysis. We consider the hypothesis that the presence of the proposal of Integral Education in the BNCC, is a practice of appropriation, by the representatives of the interests of the bourgeoisie, of concepts and historical claims of progressive educators and of the working class as a whole. misrepresenting original proposals and adjust them to market interests.