Currículo escolar e o seu distanciamento da realidade social

• Autor(a) principal: Santos, Josivânia dos
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/27828
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Currículo; Educação; Ideologia; Poder; Curriculum; Education; Ideology; Power

The following research whose theme is Currículo Escolar e o Seu Distanciamento da Realidade Social (School Curriculum and its distance from Social Reality) was developed via educational theories and observation of a group of students from EMEF- Professora Esmeralda Salles Pereira Ramos, a school located in Jardim Yara - São Paulo. The main objective of the research was to analyze the relation between school, curriculum and its disassociation and the type of subject who is growing in such social and cultural reality and, also, if ( or how) he has been dominated . The study brings an argumentation which takes into consideration the theories of Althusser, Louis (1983), APPLE, Michael (1989), Arroyo, Miguel (2011), Bordieu, Pierre e Passeron, Jean Claude. (1992), Freire, Paulo e Shor Ira. (2000) e Silva, Tomaz Tadeu (2007), among others. Methodologically, the research was developed following the steps described below: Initially, the concept ofcurriculum was introduced and its function from the 16th century to modern times, the power attributed to such curriculum and how it affects education direct or indirectly. Then, the applied curriculum in the school context was analyzed and how the ideological, political ,economic and cultural power of the dominant class is presented in such context and to what extent it dominates teaching practices. After that,teaching education was analized focusing on how the teacher can have oppressive or liberating practices which enable ( or not) student access to help him build significant learning so that he can become critically- minded and active in the development of a more just, democratic and solidary society. Finally, we could state that the curriculum has a decisive role in the kind of citizen we wish to prepare.