Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021

• Autor(a) principal: Maas, Thais Regina Crescencio
• Data de Publicação: 2022
• 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/6475
• topic: Educação do campo; Fechamento de escolas; Escola pública no/do campo; Escola multianos; Education for the countriside; School closures; Public school in/of the countryside; Multiyea; CIÊNCIAS HUMANAS: EDUCAÇÃO

This Master's Thesis work is located in the Graduate Program in Education - Master, Campus Francisco Beltrão/PR, of the State University of West Paraná (UNIOESTE), Focus on Education area, Research Line: Culture, Education Processes and Teacher Training. In 2019, the Secretary of Education of the State of Paraná (SEED) published a Draft Resolution, establishing that Public Elementary (middle) schools in/of the Countryside, with less than 35 students, would be organized in the multiyear format. There was no approval for this change by the State Board of Education (CEE) and no dialogue with schools and communities. This dissertation work investigates how the implementation of this Multiyear Proposal took place in Paraná, in the years 2019 to 2021, and how it was operationalized in Public Elementary (middle) schools in/of the Countryside, in the NRE of the municipality of Dois Vizinhos - PR. Due to this new reality that has been imposed, there is a need to study the process experienced in these schools, in order to understand this public policy and its operationalization. The general objective is to analyze how the implementation of the multi-year proposal took place in Paraná (2019-2021) and how it was operationalized in Public Elementary (middle) schools in/of the Countryside, in the NRE of the municipality of Dois Vizinhos - PR. The methodology adopted was qualitative, with documentary study and semi-structured interviews, and was carried out at the state level with official documents, managers (SEED and NRE), representatives of CEE and APEC and at the regional level with NRE, teachers and management teams. It is based on authors and documents such as Arroyo, (2011); Bonamigo, (2020); Calazans, (1993); Caldart, (2002); (2008); (2012); Carvalho, (2008); (2014); Catellan, (2014), Delgado, (2014); Fernandes, (2008); Ghedini, (2014); (2016); (2017); Guhur, (2012); Mazur, (2016); Molina, (2012); Munarim, (2008); Neves, (2012); Nurmberg, (2017); Pontes, (2012); Ramal, (2011); Ritter, (2020); Rodrigues, (2017); Stedile, (2012); também, documentos como Brasil, (2002), (2006); (2010 a ), (2010b ); Paraná, (2010); (2011); (2018) (2019), ( 2020) dealing with categories such as Education for the Countryside, Public Policies, Public Schools in/from the Countryside, Basic Education for the Countryside Modality, closing and nucleation of schools in/from the countryside and Multiyears. The state of Paraná has a significant history in the Movement and in the implementation of this public policy, a pioneer with regard to the legislation on Education for the countryside, however, with the neoliberal governments that followed, there was a “turn” to setback. In 2019, SEED published a Draft Resolution (PARANÁ, 2019), establishing that Elementary (middle) schools in/of the Countryside, with less than 35 students, would be organized in the Multiyear format. This proposal came to schools without respecting their organizational autonomy, without dialogue and hampered by the system, which allows us to understand that, for SEED, it was an emergency proposal to keep schools open and, generating index; for schools, teachers, communities and researchers, one more challenge in the face of the denial of the right to quality education to rural subjects. This movement enabled the production of a reference, together with schools and the university, that points out new possibilities for the curricular form of the Multiyear in Elementary middle School , based on overcoming the linearity of the contents through the Circular Curriculum. Considering the emptying of the countryside, it is necessary to think of public policies that guarantee the right to Education for thesesubjects, to avoid setbacks, however, such a perspective needs a path taken collectively, with communities, schools, teachers, Social Movements and their organizations, as well as university researchers, a condition to recreate the public school in/of the countryside.