O currículo crítico-libertador como forma de resistência e de superação da violência curricular

• Autor(a) principal: Giovedi, Valter Martins
• Data de Publicação: 2012
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9686
• topic: Violência escolar; Escola pública paulista; Currículo; Violência curricular; Paulo Freire; Currículo crítico-libertador; School violence; São Paulo public schools; Curriculum; Curricular violence; Critical-releasor curriculum; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Given the circumstances that I have experienced working as a Philosophy teacher with the High School segment of a public school in the State of São Paulo, there came the need to search for clarification as to the different conflicting situations which systematically came up and still do come up in a school s daily life, which have been causing me to be astonished and in anguish. In the search for an explanation, I have proposed a critical concept to analyze the school s reality: curricular violence. In order to fight back against such violence, I resort to the critical-releasor curriculum and its theoretical-practical categories as alternatives aiming to resist and overcome the de-humanizing practices inherent to the hegemonic curriculum in state public schools. Facing such, this work aims to fundamentally answer the following question: What is the potential of the critical-releasor curriculum as a form of resisting to and overcoming curricular violence? Such key-question suggests three sets of other questions: 1. What is curricular violence? In what dimensions does it concretely manifest itself in a school s daily life? 2. What are the policies conditioning the curricular dynamics of the public schools in the state of São Paulo nowadays? How is curricular violence showing itself in São Paulo State s public schools daily life? 3. What are the principles and theoretical-practical elements offered to us by Paulo Freire s critical-releasor curriculum in order to resist and overcome curricular violence? In order to answer them I have resorted to the following references: Chaui (2006; 2007) in order to understand the concept of violence. To understand what curriculum is and what some of its elements are, I have based myself on Freire (2000a) and Saul (2010b). To build up and propose a concept to curricular violence as a critical category for analyzing the school s daily life, I have relied on Dussel (2002). To systematize the theoretical-practical propositions of the critical-releasor curriculum, I have sought its basis on Paulo Freire, chiefly on his anthropological, ethical, political, and epistemological pre-assumptions, and in their theoretical-practical implications on the curriculum s various aspects (policy, management, method, contents, evaluation, etc). Aiming to analyze the historical-political context involving the ruling hegemonic curriculum in São Paulo State s public network, I have relied on the critical literature denouncing the educational policy which has been implemented in the State of São Paulo since 1995. Seeking to analyze the ways curricular violence shows itself in São Paulo State s public school s daily life, I have made my choice to the methodology of experiences accounts, being mostly backed up by the observations which I carry out on a daily basis at school as a permanent teacher at the network. Expectation is that the curricular violence concept turns out to be suited and relevant for the curriculum s critical theorization. Also, this research is expected to contribute for concept clarification and proposing ways of re-inventing Paulo Freire s legacy, enhancing the critical-transforming praxis of those working or intending to work (whether in the level of public policies or in the level of schools) from the critical-releasor curriculum paradigm