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: | |
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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 |
Resumo: | 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. |
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Ghedini , Cecilia Mariahttp://lattes.cnpq.br/4636003938279392Ghedini, Cecilia Mariahttp://lattes.cnpq.br/4636003938279392Bonamigo, Carlos Antoniohttp://lattes.cnpq.br/6131273796214079Mendes, Marciane Mariahttp://lattes.cnpq.br/2842640151509117Castanha , André Paulohttp://lattes.cnpq.br/8802056543966163Ritter , Janetehttp://lattes.cnpq.br/5077696035325934http://lattes.cnpq.br/6060614468942860Maas, Thais Regina Crescencio2023-03-02T16:41:10Z2022-10-26MAAS, Thais Regina Crescencio. Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021. 2022. 186 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2022.https://tede.unioeste.br/handle/tede/6475This 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.Este trabalho de Dissertação de Mestrado situa-se no Programa de Pós-Graduação em Educação – Mestrado, Campus Francisco Beltrão/PR, da Universidade Estadual do Oeste do Paraná (UNIOESTE), área de concentração em Educação, Linha de Pesquisa: Cultura, Processos Educativos e Formação de Professores. No ano de 2019, a Secretaria de Educação do Estado do Paraná (SEED) publicou uma Minuta de Resolução, estabelecendo que as Escolas Públicas no/do Campo com menos de 35 estudantes nos anos finais do Ensino Fundamental (EF), se organizariam pela forma multianos. Para esta mudança não houve aprovação pelo Conselho Estadual de Educação (CEE) e, nem diálogo com as escolas e comunidades. Este trabalho de dissertação investiga como ocorreu a implementação desta Proposta Multianos nos anos finais do EF de escolas públicas no/do campo no Estado do Paraná, nos anos 2019 a 2021, e como se operacionalizou nas escolas públicas no/do campo - anos finais do EF – no Sudoeste do Paraná. Em razão dessa nova realidade que se impôs, surge a necessidade de estudar o processo vivenciado nestas escolas, na busca por compreender esta política pública e sua operacionalização. Coloca-se como objetivo geral analisar como ocorreu a implementação da Proposta Multianos no Paraná (2019-2021) e como se operacionalizou nas escolas públicas no/do campo - nos anos finais do EF - do NRE de Dois Vizinhos/PR. A metodologia adotada foi qualitativa, com estudo documental e entrevistas semiestruturadas, e realizou-se na esfera estadual junto a documentos oficiais, gestores da SEED, representantes do CEE e da Articulação Paranaense de Educação do Campo (APEC) e, na esfera regional, junto ao NRE de Dois Vizinhos/PR, com professores e equipes gestoras. Toma-se por base autores como 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) . Neles, trata-se de categorias principais como Educação do Campo, Políticas Públicas de Educação, Escolas Públicas no/do Campo, Modalidade da Educação Básica do Campo, fechamento e nucleação de escolas no/do campo e Escolas Multianos. O estado do Paraná tem uma história significativa no Movimento Nacional da Educação do Campo4 e na implementação da política pública de Educação do Campo, por ser pioneiro no que tange à seus dispositivos legais, porém, com os governos neoliberais que se sucederam5, se tem uma “guinada” ao retrocesso. No ano de 2019, a SEED publicou uma Minuta de Resolução (PARANÁ, 2019), estabelecendo que escolas no/do campo com menos de 35 estudantes nos anos finais do EF, se organizariam pela forma multianos. Esta proposta veio para as escolas sem respeitar sua autonomia de organização, sem diálogo e, de forma engessada no sistema. Isso permite compreender que, para a SEED, foi uma proposta emergencial para manter abertas as escolas com “baixo número de alunos”, adequando-as à uma forma de gestão que tem como primazia a geração de índices, contudo, para as escolas,os professores, as comunidades e os pesquisadores, esta mudança constituiu-se como mais um desafio diante da negação do direito a uma educação com qualidade aos sujeitos do campo. Diante deste desafio e, levando em conta que a proposta vinda da SEED manteve a linearidade dos conteúdos de modo que se dava na forma multisseriada, sendo executada nos anos finais do EF, as escolas passaram a buscar saídas e, no âmbito do Gefhemp/Refocar/Unioeste, escolas e universidade produziram uma referência que aponta novas possiblidades para a forma curricular das escolas Multianos nos anos finais do EF, por meio de uma matriz curricular circular. Esta situação vivenciada no período, acrescida pela realidade de um grande número de escolas mediante o quadro de esvaziamento do campo, exige pensar e propor políticas públicas que garantam o direito à educação a estes sujeitos, para evitar o retrocesso. Entretanto, tal perspectiva necessita de um caminho trilhado coletivamente, um processo que articule comunidades, escolas, professores, Movimentos Sociais Populares (MSP) e suas organizações, assim como pesquisadores das universidades, condição para se recriar a escola pública no/do campo.Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2023-03-02T16:41:10Z No. of bitstreams: 2 Thais R. C. Maas 2022.pdf: 2232035 bytes, checksum: 175873fdfab2f61b56703bd89c7c0d86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-03-02T16:41:10Z (GMT). No. of bitstreams: 2 Thais R. C. Maas 2022.pdf: 2232035 bytes, checksum: 175873fdfab2f61b56703bd89c7c0d86 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-10-26application/pdfpor-5356284425524309716500Universidade Estadual do Oeste do ParanáFrancisco BeltrãoPrograma de Pós-Graduação em EducaçãoUNIOESTEBrasilCentro de Ciências Humanashttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEducação do campoFechamento de escolasEscola pública no/do campoEscola multianosEducation for the countrisideSchool closuresPublic school in/of the countrysideMultiyeaCIÊNCIAS HUMANAS: EDUCAÇÃOFechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021Close, Setback or Recreate: The Multiyear proposal in Public Elementary (middle) schools in/of the Countryside – Paraná State (2019-2021)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-84512857932284779376006001964243308973517033reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALThais R. 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dc.title.por.fl_str_mv |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 |
dc.title.alternative.eng.fl_str_mv |
Close, Setback or Recreate: The Multiyear proposal in Public Elementary (middle) schools in/of the Countryside – Paraná State (2019-2021) |
title |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 |
spellingShingle |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 Maas, Thais Regina Crescencio 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 |
title_short |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 |
title_full |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 |
title_fullStr |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 |
title_full_unstemmed |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 |
title_sort |
Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021 |
author |
Maas, Thais Regina Crescencio |
author_facet |
Maas, Thais Regina Crescencio |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ghedini , Cecilia Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4636003938279392 |
dc.contributor.referee1.fl_str_mv |
Ghedini, Cecilia Maria |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4636003938279392 |
dc.contributor.referee2.fl_str_mv |
Bonamigo, Carlos Antonio |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6131273796214079 |
dc.contributor.referee3.fl_str_mv |
Mendes, Marciane Maria |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/2842640151509117 |
dc.contributor.referee4.fl_str_mv |
Castanha , André Paulo |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8802056543966163 |
dc.contributor.referee5.fl_str_mv |
Ritter , Janete |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/5077696035325934 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6060614468942860 |
dc.contributor.author.fl_str_mv |
Maas, Thais Regina Crescencio |
contributor_str_mv |
Ghedini , Cecilia Maria Ghedini, Cecilia Maria Bonamigo, Carlos Antonio Mendes, Marciane Maria Castanha , André Paulo Ritter , Janete |
dc.subject.por.fl_str_mv |
Educação do campo Fechamento de escolas Escola pública no/do campo Escola multianos |
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 |
dc.subject.eng.fl_str_mv |
Education for the countriside School closures Public school in/of the countryside Multiyea |
dc.subject.cnpq.fl_str_mv |
CIÊNCIAS HUMANAS: EDUCAÇÃO |
description |
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. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-10-26 |
dc.date.accessioned.fl_str_mv |
2023-03-02T16:41:10Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MAAS, Thais Regina Crescencio. Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021. 2022. 186 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2022. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6475 |
identifier_str_mv |
MAAS, Thais Regina Crescencio. Fechar, retroceder ou recriar: a proposta multianos do estado do Paraná: experiências em escolas públicas do campo no sudoeste do Paraná – 2019 – 2021. 2022. 186 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Francisco Beltrão, 2022. |
url |
https://tede.unioeste.br/handle/tede/6475 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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-8451285793228477937 |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.department.fl_str_mv |
1964243308973517033 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
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 Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Ciências Humanas |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Francisco Beltrão |
dc.source.none.fl_str_mv |
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