O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)

Detalhes bibliográficos
Autor(a) principal: Albuquerque, Andreia Iara Carvalho Piovesan
Data de Publicação: 2023
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
Texto Completo: https://tede.unioeste.br/handle/tede/6964
Resumo: This research is situated in the field of the History of Education, and its object of study is the Currículo para Rede Pública Municipal de Ensino de Cascavel - PR (Curriculum for the Municipal Public Education Network of Cascavel - PR), published in 2008 and reformulated in 2020. The relevance of this study is to understand how the theoretical basis of this curriculum proposal is conceived and implemented and how it influences pedagogical practice. The central objective, therefore, was to analyze the extent to which the process of institutionalization and implementation of Historical-Critical Pedagogy (PHC, acronym in Portuguese) materializes in the pedagogical practice of teachers from the Municipal Public Education Network of Cascavel - PR, in an attempt to approach counter-hegemony, analyzing the contradictions and possibilities experienced in the educational context of this municipality. Methodologically, this is a qualitative, bibliographical, documentary, and field study, with the application of a questionnaire to a group of teachers with more than 15 years of experience. The sources include the curriculum of Cascavel - PR, the PHC, the Historical-Cultural Theory (THC, acronym in Portuguese), the Base Nacional Comum Curricular - National Common Curriculum Base - (BNCC, acronym in Portuguese) and academic productions available on the Portal of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Coordination for the Improvement of Higher Education Personnel - (Capes, acronym in Portuguese) and the Biblioteca Digital de Teses e Dissertações - Digital Library of Theses and Dissertations - (BDTD, acronym in Portuguese). These sources were strategically selected since they are related to the theme of PHC, supported by the theoretical-methodological contributions of Historical Dialectical Materialism (MHD, acronym in Portuguese). The dissertation is organized into three chapters: the first contextualizes PHC and THC in Brazil; the second investigates the process of institutionalization and implementation of the curriculum in Cascavel - PR based on PHC, as well as its revision for alignment with the BNCC; and the third explores the perceptions of education professionals about the process of institutionalization and implementation of PHC in Cascavel - PR. The results of the survey indicate that although some teachers have theoretical knowledge of PHC, many have difficulties in implementing these principles in practice. Notably, there is a tension between PHC and the BNCC guidelines. This tension manifests itself as a challenge for educators, who are forced to navigate between two distinct educational paradigms that are often considered irreconcilable in their pedagogical practices.
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spelling Tureck, Lucia Terezinha ZanatoOrso, Paulino JoséMalanchen, Júliahttp://lattes.cnpq.br/4753724715324529Albuquerque, Andreia Iara Carvalho Piovesan2024-01-24T13:22:21Z2023-12-06Albuquerque, Andreia Iara Carvalho Piovesan. O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020). 2023.166 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel.https://tede.unioeste.br/handle/tede/6964This research is situated in the field of the History of Education, and its object of study is the Currículo para Rede Pública Municipal de Ensino de Cascavel - PR (Curriculum for the Municipal Public Education Network of Cascavel - PR), published in 2008 and reformulated in 2020. The relevance of this study is to understand how the theoretical basis of this curriculum proposal is conceived and implemented and how it influences pedagogical practice. The central objective, therefore, was to analyze the extent to which the process of institutionalization and implementation of Historical-Critical Pedagogy (PHC, acronym in Portuguese) materializes in the pedagogical practice of teachers from the Municipal Public Education Network of Cascavel - PR, in an attempt to approach counter-hegemony, analyzing the contradictions and possibilities experienced in the educational context of this municipality. Methodologically, this is a qualitative, bibliographical, documentary, and field study, with the application of a questionnaire to a group of teachers with more than 15 years of experience. The sources include the curriculum of Cascavel - PR, the PHC, the Historical-Cultural Theory (THC, acronym in Portuguese), the Base Nacional Comum Curricular - National Common Curriculum Base - (BNCC, acronym in Portuguese) and academic productions available on the Portal of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Coordination for the Improvement of Higher Education Personnel - (Capes, acronym in Portuguese) and the Biblioteca Digital de Teses e Dissertações - Digital Library of Theses and Dissertations - (BDTD, acronym in Portuguese). These sources were strategically selected since they are related to the theme of PHC, supported by the theoretical-methodological contributions of Historical Dialectical Materialism (MHD, acronym in Portuguese). The dissertation is organized into three chapters: the first contextualizes PHC and THC in Brazil; the second investigates the process of institutionalization and implementation of the curriculum in Cascavel - PR based on PHC, as well as its revision for alignment with the BNCC; and the third explores the perceptions of education professionals about the process of institutionalization and implementation of PHC in Cascavel - PR. The results of the survey indicate that although some teachers have theoretical knowledge of PHC, many have difficulties in implementing these principles in practice. Notably, there is a tension between PHC and the BNCC guidelines. This tension manifests itself as a challenge for educators, who are forced to navigate between two distinct educational paradigms that are often considered irreconcilable in their pedagogical practices.Esta pesquisa situa-se no campo da História da Educação, tendo como objeto de estudo o Currículo para Rede Pública Municipal de Ensino de Cascavel - PR, publicado em 2008 e reformulado em 2020. A relevância deste estudo justifica-se em compreender como a fundamentação teórica desta proposta curricular é concebida implementada e como influencia a prática pedagógica. O objetivo central, portanto, consistiu em analisar em que medida o processo de institucionalização e de implementação da Pedagogia Histórico-Crítica (PHC) materializa-se na prática pedagógica dos professores da Rede Pública Municipal de Ensino de Cascavel - PR, na tentativa de aproximação contra hegemônica, analisando as contradições e as possibilidades vivenciadas no contexto educacional desse município. Metodologicamente, trata-se de uma pesquisa qualitativa, bibliográfica, documental e de campo, com a aplicação de um questionário a um grupo de docentes com mais de 15 anos de atuação na rede de ensino. As fontes incluem o Currículo de Cascavel - PR, a PHC, a Teoria Histórico-Cultural (THC), a Base Nacional Comum Curricular (BNCC), respostas da coleta de dados e, produções acadêmicas disponíveis no Portal da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) e na Biblioteca Digital de Teses e Dissertações (BDTD). Essas fontes foram selecionadas, uma vez que estão relacionadas à temática da PHC, amparadas nas contribuições teórico-metodológicas do Materialismo Histórico-Dialético (MHD). A dissertação está organizada em três capítulos: o primeiro contextualiza a PHC e THC no Brasil; o segundo investiga o processo de institucionalização e implementação do currículo de Cascavel - PR com base na PHC, bem como a sua revisão para o alinhamento com a BNCC; e o terceiro explora as percepções dos profissionais da educação sobre o processo de institucionalização e implementação da PHC em Cascavel - PR. Os resultados da pesquisa indicam que, embora uma parcela dos professores detenha conhecimento teórico sobre a PHC, muitos têm dificuldades na implementação prática desses princípios. Notavelmente, existe uma tensão entre a PHC e as diretrizes da BNCC. Essa tensão se manifesta como um desafio para os educadores, que se veem obrigados a navegar entre dois paradigmas educacionais distintos e frequentemente considerados inconciliáveis em suas práticas pedagógicas.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2024-01-24T13:22:21Z No. of bitstreams: 1 Andreia Iara Carvalho Piovesan Albuquerque.pdf: 3042558 bytes, checksum: c5354315f19d27a6ad7d8f2da10704fe (MD5)Made available in DSpace on 2024-01-24T13:22:21Z (GMT). No. of bitstreams: 1 Andreia Iara Carvalho Piovesan Albuquerque.pdf: 3042558 bytes, checksum: c5354315f19d27a6ad7d8f2da10704fe (MD5) Previous issue date: 2023-12-06application/pdfpor6588633818200016417500Universidade Estadual do Oeste do ParanáCascavelPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Educação, Comunicação e ArtesHistória da educaçãoPedagogia histórico-críticaCurrículo de Cascavel – PRImplementação curricularHIstory of educationHistorical-critical pedagogyCurriculum of Cascavel – PRCurriculum implementationEDUCAÇÃOO Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)The Process of Institutionalization and Implementation of Historical-Critical Pedagogy in the Municipal Education Network of Cascavel – PR (2008-2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006006678066452762177366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALAndreia Iara Carvalho Piovesan Albuquerque.pdfAndreia Iara Carvalho Piovesan Albuquerque.pdfapplication/pdf3042558http://tede.unioeste.br:8080/tede/bitstream/tede/6964/2/Andreia+Iara+Carvalho+Piovesan+Albuquerque.pdfc5354315f19d27a6ad7d8f2da10704feMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/6964/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/69642024-01-24 10:22:21.772oai:tede.unioeste.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.unioeste.br/PUBhttp://tede.unioeste.br/oai/requestbiblioteca.repositorio@unioeste.bropendoar:2024-01-24T13:22:21Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false
dc.title.por.fl_str_mv O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
dc.title.alternative.eng.fl_str_mv The Process of Institutionalization and Implementation of Historical-Critical Pedagogy in the Municipal Education Network of Cascavel – PR (2008-2020
title O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
spellingShingle O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
Albuquerque, Andreia Iara Carvalho Piovesan
História da educação
Pedagogia histórico-crítica
Currículo de Cascavel – PR
Implementação curricular
HIstory of education
Historical-critical pedagogy
Curriculum of Cascavel – PR
Curriculum implementation
EDUCAÇÃO
title_short O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
title_full O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
title_fullStr O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
title_full_unstemmed O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
title_sort O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)
author Albuquerque, Andreia Iara Carvalho Piovesan
author_facet Albuquerque, Andreia Iara Carvalho Piovesan
author_role author
dc.contributor.advisor1.fl_str_mv Tureck, Lucia Terezinha Zanato
dc.contributor.referee1.fl_str_mv Orso, Paulino José
dc.contributor.referee2.fl_str_mv Malanchen, Júlia
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/4753724715324529
dc.contributor.author.fl_str_mv Albuquerque, Andreia Iara Carvalho Piovesan
contributor_str_mv Tureck, Lucia Terezinha Zanato
Orso, Paulino José
Malanchen, Júlia
dc.subject.por.fl_str_mv História da educação
Pedagogia histórico-crítica
Currículo de Cascavel – PR
Implementação curricular
topic História da educação
Pedagogia histórico-crítica
Currículo de Cascavel – PR
Implementação curricular
HIstory of education
Historical-critical pedagogy
Curriculum of Cascavel – PR
Curriculum implementation
EDUCAÇÃO
dc.subject.eng.fl_str_mv HIstory of education
Historical-critical pedagogy
Curriculum of Cascavel – PR
Curriculum implementation
dc.subject.cnpq.fl_str_mv EDUCAÇÃO
description This research is situated in the field of the History of Education, and its object of study is the Currículo para Rede Pública Municipal de Ensino de Cascavel - PR (Curriculum for the Municipal Public Education Network of Cascavel - PR), published in 2008 and reformulated in 2020. The relevance of this study is to understand how the theoretical basis of this curriculum proposal is conceived and implemented and how it influences pedagogical practice. The central objective, therefore, was to analyze the extent to which the process of institutionalization and implementation of Historical-Critical Pedagogy (PHC, acronym in Portuguese) materializes in the pedagogical practice of teachers from the Municipal Public Education Network of Cascavel - PR, in an attempt to approach counter-hegemony, analyzing the contradictions and possibilities experienced in the educational context of this municipality. Methodologically, this is a qualitative, bibliographical, documentary, and field study, with the application of a questionnaire to a group of teachers with more than 15 years of experience. The sources include the curriculum of Cascavel - PR, the PHC, the Historical-Cultural Theory (THC, acronym in Portuguese), the Base Nacional Comum Curricular - National Common Curriculum Base - (BNCC, acronym in Portuguese) and academic productions available on the Portal of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Coordination for the Improvement of Higher Education Personnel - (Capes, acronym in Portuguese) and the Biblioteca Digital de Teses e Dissertações - Digital Library of Theses and Dissertations - (BDTD, acronym in Portuguese). These sources were strategically selected since they are related to the theme of PHC, supported by the theoretical-methodological contributions of Historical Dialectical Materialism (MHD, acronym in Portuguese). The dissertation is organized into three chapters: the first contextualizes PHC and THC in Brazil; the second investigates the process of institutionalization and implementation of the curriculum in Cascavel - PR based on PHC, as well as its revision for alignment with the BNCC; and the third explores the perceptions of education professionals about the process of institutionalization and implementation of PHC in Cascavel - PR. The results of the survey indicate that although some teachers have theoretical knowledge of PHC, many have difficulties in implementing these principles in practice. Notably, there is a tension between PHC and the BNCC guidelines. This tension manifests itself as a challenge for educators, who are forced to navigate between two distinct educational paradigms that are often considered irreconcilable in their pedagogical practices.
publishDate 2023
dc.date.issued.fl_str_mv 2023-12-06
dc.date.accessioned.fl_str_mv 2024-01-24T13:22:21Z
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dc.identifier.citation.fl_str_mv Albuquerque, Andreia Iara Carvalho Piovesan. O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020). 2023.166 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel.
dc.identifier.uri.fl_str_mv https://tede.unioeste.br/handle/tede/6964
identifier_str_mv Albuquerque, Andreia Iara Carvalho Piovesan. O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020). 2023.166 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel.
url https://tede.unioeste.br/handle/tede/6964
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Cascavel
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dc.publisher.department.fl_str_mv Centro de Educação, Comunicação e Artes
publisher.none.fl_str_mv Universidade Estadual do Oeste do Paraná
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