Entre textos e contextos sobre educação e geografia: reflexões necessárias
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/5257 |
Resumo: | This is a brief contextualization of the policy Brazilian educational that marked the history of education, showing those contributed at preparation than today result in Base Nacional Comum Curricular (BNCC). To we discuss this theme is necessary understand that the education is result of the historic, economic, political, social and cultural context whereby was thought and produced. Understand these meander, mainly, political and economic we allowed shed light in our objective: which were the path taken for Brazilian education since mid-1930 until the implantation of BNCC, as well as apprehension the historic context whereby the educational policy developed. Our basic theoretical foundation was major to understand our objective. For this purpose, we used the works of Romanelli (2014), Saviani (2013), Ruy Moreira (1982), Vesentini (1989), Milton Santos (1993), Straforini (2008), Freire (2011), Libâneo (1986), among others. We realized a bibliographic documental research to better expatiate on our thematic, it’s current and it is constant change, so the interests spin around of education weren’t statics. Thus, is essential we understand the development’s move of the curriculum and documents education, so directs the country paths. To purposes organization we divided the research in 03 (three) chapters. In the first chapter we point the main Brazilian educational policy since 1930 until 1988, are these years the majority of documents that emphasize the need of a homogeneous curriculum and/or a Base Comum Curricular. Furthermore, in this period have the manager’s government plans for support the public policies development as to education as to the other sectors. In the other chapter expatiate on re-democratization processing that marked significant changes to educational landscape. Later we approach as the Geography presents in some documents orienting, as in Parâmetro Curricular Nacional (PCN). The second chapter we highlight the Neoliberalism influence on educations, in other words, we demonstrated the commercialization of the education and your impacts at educational policy in Brazil. In quite that context we intend articulate the educational measures associated the Neoliberalism to Geography education. In last chapter expatiate on Base Nacional Comum Curricular (BNCC), articulates to educational policy previous that affect the curriculum and, finally, we indicate some notes of BNCC in Geography education. This research caused the reflection and concern respect for understanding of complex relationships that around the education. Although been difficult, it is important to people’s life and to country development. |
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Mormul, Najla Mehannahttp://lattes.cnpq.br/0314353938713666Mormul, Najla Mehannahttp://lattes.cnpq.br/0314353938713666Comar, Sueli Ribeirohttp://lattes.cnpq.br/6006133117596626Girotto, Eduardo Donizetihttp://lattes.cnpq.br/7197105021122138http://lattes.cnpq.br/6825648990253919Carvalho, Gilvana Fatima2021-03-16T11:24:34Z2020-08-17CARVALHO, Gilvana Fatima. Entre textos e contextos sobre educação e geografia: reflexões necessárias. 2020. 79 f.. Dissertação( Mestrado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2020.http://tede.unioeste.br/handle/tede/5257This is a brief contextualization of the policy Brazilian educational that marked the history of education, showing those contributed at preparation than today result in Base Nacional Comum Curricular (BNCC). To we discuss this theme is necessary understand that the education is result of the historic, economic, political, social and cultural context whereby was thought and produced. Understand these meander, mainly, political and economic we allowed shed light in our objective: which were the path taken for Brazilian education since mid-1930 until the implantation of BNCC, as well as apprehension the historic context whereby the educational policy developed. Our basic theoretical foundation was major to understand our objective. For this purpose, we used the works of Romanelli (2014), Saviani (2013), Ruy Moreira (1982), Vesentini (1989), Milton Santos (1993), Straforini (2008), Freire (2011), Libâneo (1986), among others. We realized a bibliographic documental research to better expatiate on our thematic, it’s current and it is constant change, so the interests spin around of education weren’t statics. Thus, is essential we understand the development’s move of the curriculum and documents education, so directs the country paths. To purposes organization we divided the research in 03 (three) chapters. In the first chapter we point the main Brazilian educational policy since 1930 until 1988, are these years the majority of documents that emphasize the need of a homogeneous curriculum and/or a Base Comum Curricular. Furthermore, in this period have the manager’s government plans for support the public policies development as to education as to the other sectors. In the other chapter expatiate on re-democratization processing that marked significant changes to educational landscape. Later we approach as the Geography presents in some documents orienting, as in Parâmetro Curricular Nacional (PCN). The second chapter we highlight the Neoliberalism influence on educations, in other words, we demonstrated the commercialization of the education and your impacts at educational policy in Brazil. In quite that context we intend articulate the educational measures associated the Neoliberalism to Geography education. In last chapter expatiate on Base Nacional Comum Curricular (BNCC), articulates to educational policy previous that affect the curriculum and, finally, we indicate some notes of BNCC in Geography education. This research caused the reflection and concern respect for understanding of complex relationships that around the education. Although been difficult, it is important to people’s life and to country development.Trata-se de uma breve contextualização das políticas educacionais brasileiras que marcaram a história da educação, demonstrando que essas contribuiriam na gestação do que hoje resultou na Base Nacional Comum Curricular (BNCC). Para discutirmos este tema é necessário entender que a educação é fruto do contexto histórico, econômico, político, social e cultural em que foi pensada e produzida. Compreender esses meandros, sobretudo, econômico e político nos permitiu lançar luz em nosso objetivo: quais foram os caminhos percorridos pela educação brasileira desde meados da década de 1930 até a implantação da BNCC, bem como a apreensão do contexto histórico em que as políticas educacionais se desenvolveram. Nossa fundamentação teórica básica foi fundamental para compreendermos nosso objetivo. Para tanto, utilizamos das obras de Romanelli (2014), Saviani (2013), Ruy Moreira (1982), Vesentini (1989), Milton Santos (1993), Straforini (2008), Freire (2011), Libâneo (1986), entre outros. Realizamos uma pesquisa bibliográfica documental para melhor dissertar sobre nossa temática, a qual é atual e está em constante mudança, pois os interesses que giram entorno da educação não são estáticos. Desse modo, é de suma importância entender o movimento de desenvolvimento dos currículos e documentos da educação, pois direcionam os caminhos do país. Para fins de organização dividimos a pesquisa em 03 (três) capítulos. No primeiro capítulo apontamos as principais políticas educacionais brasileiras de 1930 a 1988, visto que são desses anos a maioria dos documentos que enfatizam a necessidade de um currículo homogêneo e/ou uma base comum curricular. Ademais, nesse período há os planos de governos responsáveis por respaldar o desenvolvimento de políticas públicas tanto para educação quanto para outros setores. Em outro capítulo discorremos sobre o processo de redemocratização que marcou mudanças significativas para o cenário educacional. Posteriormente abordamos como a Geografia se apresenta em alguns documentos norteadores, como no Parâmetro Curricular Nacional (PCN). No segundo capítulo destacamos a influência do Neoliberalismo na educação, ou seja, demonstramos a mercantilização da mesma e seus impactos nas políticas educacionais no Brasil. Em meio a esse contexto pretendemo-nos articular as medidas educativas associadas ao Neoliberalismo ao ensino de Geografia. No último capítulo10 discorremos sobre a Base Nacional Comum curricular (BNCC), articulando-a às políticas educacionais anteriores que afetaram os currículos e, por fim, sinalizamos alguns apontamentos da BNCC no ensino de Geografia. Essa pesquisa provocou a reflexão e inquietação a respeito do entendimento das complexas relações que circundam a educação. Embora sendo difícil, é importante para a vida das pessoas e para o desenvolvimento do paísSubmitted by Juliana Correa (juliana.correa@unioeste.br) on 2021-03-16T11:24:34Z No. of bitstreams: 2 Gilvana Fatima Carvalho 2020.pdf: 1312580 bytes, checksum: 14e478bae0e95e44ecbd5cc8ec9e8664 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-03-16T11:24:34Z (GMT). No. of bitstreams: 2 Gilvana Fatima Carvalho 2020.pdf: 1312580 bytes, checksum: 14e478bae0e95e44ecbd5cc8ec9e8664 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2020-08-17Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfpor-5356284425524309716500Universidade Estadual do Oeste do ParanáFrancisco BeltrãoPrograma de Pós-Graduação em GeografiaUNIOESTEBrasilCentro de Ciências Humanashttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducaçãoPolítica EducacionalGeografiaResistênciaPoderEducationEducation PolicyGeographyResistancePowerCIÊNCIAS HUMANAS:GEOGRAFIAEntre textos e contextos sobre educação e geografia: reflexões necessáriasBetweem texts and contexts about education and geography: necessary reflectioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis2075167498588264571600reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALGilvana Fatima Carvalho 2020.pdfGilvana Fatima Carvalho 2020.pdfapplication/pdf1312580http://tede.unioeste.br:8080/tede/bitstream/tede/5257/5/Gilvana+Fatima+Carvalho+2020.pdf14e478bae0e95e44ecbd5cc8ec9e8664MD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Entre textos e contextos sobre educação e geografia: reflexões necessárias |
dc.title.alternative.eng.fl_str_mv |
Betweem texts and contexts about education and geography: necessary reflection |
title |
Entre textos e contextos sobre educação e geografia: reflexões necessárias |
spellingShingle |
Entre textos e contextos sobre educação e geografia: reflexões necessárias Carvalho, Gilvana Fatima Educação Política Educacional Geografia Resistência Poder Education Education Policy Geography Resistance Power CIÊNCIAS HUMANAS:GEOGRAFIA |
title_short |
Entre textos e contextos sobre educação e geografia: reflexões necessárias |
title_full |
Entre textos e contextos sobre educação e geografia: reflexões necessárias |
title_fullStr |
Entre textos e contextos sobre educação e geografia: reflexões necessárias |
title_full_unstemmed |
Entre textos e contextos sobre educação e geografia: reflexões necessárias |
title_sort |
Entre textos e contextos sobre educação e geografia: reflexões necessárias |
author |
Carvalho, Gilvana Fatima |
author_facet |
Carvalho, Gilvana Fatima |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mormul, Najla Mehanna |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0314353938713666 |
dc.contributor.referee1.fl_str_mv |
Mormul, Najla Mehanna |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0314353938713666 |
dc.contributor.referee2.fl_str_mv |
Comar, Sueli Ribeiro |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6006133117596626 |
dc.contributor.referee3.fl_str_mv |
Girotto, Eduardo Donizeti |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7197105021122138 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6825648990253919 |
dc.contributor.author.fl_str_mv |
Carvalho, Gilvana Fatima |
contributor_str_mv |
Mormul, Najla Mehanna Mormul, Najla Mehanna Comar, Sueli Ribeiro Girotto, Eduardo Donizeti |
dc.subject.por.fl_str_mv |
Educação Política Educacional Geografia Resistência Poder |
topic |
Educação Política Educacional Geografia Resistência Poder Education Education Policy Geography Resistance Power CIÊNCIAS HUMANAS:GEOGRAFIA |
dc.subject.eng.fl_str_mv |
Education Education Policy Geography Resistance Power |
dc.subject.cnpq.fl_str_mv |
CIÊNCIAS HUMANAS:GEOGRAFIA |
description |
This is a brief contextualization of the policy Brazilian educational that marked the history of education, showing those contributed at preparation than today result in Base Nacional Comum Curricular (BNCC). To we discuss this theme is necessary understand that the education is result of the historic, economic, political, social and cultural context whereby was thought and produced. Understand these meander, mainly, political and economic we allowed shed light in our objective: which were the path taken for Brazilian education since mid-1930 until the implantation of BNCC, as well as apprehension the historic context whereby the educational policy developed. Our basic theoretical foundation was major to understand our objective. For this purpose, we used the works of Romanelli (2014), Saviani (2013), Ruy Moreira (1982), Vesentini (1989), Milton Santos (1993), Straforini (2008), Freire (2011), Libâneo (1986), among others. We realized a bibliographic documental research to better expatiate on our thematic, it’s current and it is constant change, so the interests spin around of education weren’t statics. Thus, is essential we understand the development’s move of the curriculum and documents education, so directs the country paths. To purposes organization we divided the research in 03 (three) chapters. In the first chapter we point the main Brazilian educational policy since 1930 until 1988, are these years the majority of documents that emphasize the need of a homogeneous curriculum and/or a Base Comum Curricular. Furthermore, in this period have the manager’s government plans for support the public policies development as to education as to the other sectors. In the other chapter expatiate on re-democratization processing that marked significant changes to educational landscape. Later we approach as the Geography presents in some documents orienting, as in Parâmetro Curricular Nacional (PCN). The second chapter we highlight the Neoliberalism influence on educations, in other words, we demonstrated the commercialization of the education and your impacts at educational policy in Brazil. In quite that context we intend articulate the educational measures associated the Neoliberalism to Geography education. In last chapter expatiate on Base Nacional Comum Curricular (BNCC), articulates to educational policy previous that affect the curriculum and, finally, we indicate some notes of BNCC in Geography education. This research caused the reflection and concern respect for understanding of complex relationships that around the education. Although been difficult, it is important to people’s life and to country development. |
publishDate |
2020 |
dc.date.issued.fl_str_mv |
2020-08-17 |
dc.date.accessioned.fl_str_mv |
2021-03-16T11:24:34Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
CARVALHO, Gilvana Fatima. Entre textos e contextos sobre educação e geografia: reflexões necessárias. 2020. 79 f.. Dissertação( Mestrado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2020. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5257 |
identifier_str_mv |
CARVALHO, Gilvana Fatima. Entre textos e contextos sobre educação e geografia: reflexões necessárias. 2020. 79 f.. Dissertação( Mestrado em Geografia) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2020. |
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http://tede.unioeste.br/handle/tede/5257 |
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por |
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por |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Geografia |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Humanas |
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Universidade Estadual do Oeste do Paraná Francisco Beltrão |
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