O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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/5931 |
Resumo: | The current essay presents the result of a research inserted in the History of Education line, which brings as its object the Basic Curriculum for a Municipal Public School in the Western Region of Paraná (AMOP Curriculum). The objective was to analyze, from the theoretical framework proclaimed in the Curriculum of Western Region of Paraná, Historical-Dialectical Materialism and Historical-Critical Pedagogy, the possibilities for implementing the Curriculum and the risks of compromising its theoreticalmethodological orientation. This analysis was made from the comparison between the first and fourth edition of the Curriculum, respectively from 2007 and 2019, and from the identification, in these documents, of adaptation to national legislation elements and official guidelines expressed in the Law of Directives and Bases of National Education - LDBEN, in the National Common Curricular Base - BNCC and in the National Curriculum Parameters - PCNs. Starting from the understanding that the curriculum must be comprehended by educators so that its implementation in schools bacome successful, this survey identified some pressure elements that can compromise its success, elements arising from the current political and cultural scenario that is marked by the existence of an extreme right-wing conservatism, sometimes with religious connotations and other times driven by business pragmatism, as an example of Escola Sem Partido Movement. As a result, it was possible to verify that the theoretical-pedagogical orientation which guides the official documents and that stablishes the Brazilian educational policy are in conflict with the perspective of the AMOP Curriculum. The opposition that can be seen in this conflict is between the pedagogies of learning to learn, which is pragmatic and adapts the students to the labor market and the ideology of capitalism and Historical-Critical Pedagogy, which understand that access to historically produced knowledge, which is expressed, above all, in the so-called classics, is a relevant factor for true human formation. In this context, it is concluded that by the advanced and progressive character of the AMOP curriculum, despite gaps and contradictions, in the sense of forming a necessary critical awareness to face the pressures of the current political and cultural context and implement the fight against social inequality and other capitalism evils. |
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Derisso, José Luishttp://lattes.cnpq.br/1138645518550648Derisso, José Luishttp://lattes.cnpq.br/1138645518550648Malanchen, Juliahttp://lattes.cnpq.br/2966476119132597Matos, Neide da Silveira Duarte dehttp://lattes.cnpq.br/6501371935947033Duarte, Newtonhttp://lattes.cnpq.br/2161593951236436http://lattes.cnpq.br/4502632370160322Silveira, Juliana Stein2022-03-25T12:36:31Z2021-11-19SILVEIRA, Juliana Stein. O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências. 2021. 118 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR.https://tede.unioeste.br/handle/tede/5931The current essay presents the result of a research inserted in the History of Education line, which brings as its object the Basic Curriculum for a Municipal Public School in the Western Region of Paraná (AMOP Curriculum). The objective was to analyze, from the theoretical framework proclaimed in the Curriculum of Western Region of Paraná, Historical-Dialectical Materialism and Historical-Critical Pedagogy, the possibilities for implementing the Curriculum and the risks of compromising its theoreticalmethodological orientation. This analysis was made from the comparison between the first and fourth edition of the Curriculum, respectively from 2007 and 2019, and from the identification, in these documents, of adaptation to national legislation elements and official guidelines expressed in the Law of Directives and Bases of National Education - LDBEN, in the National Common Curricular Base - BNCC and in the National Curriculum Parameters - PCNs. Starting from the understanding that the curriculum must be comprehended by educators so that its implementation in schools bacome successful, this survey identified some pressure elements that can compromise its success, elements arising from the current political and cultural scenario that is marked by the existence of an extreme right-wing conservatism, sometimes with religious connotations and other times driven by business pragmatism, as an example of Escola Sem Partido Movement. As a result, it was possible to verify that the theoretical-pedagogical orientation which guides the official documents and that stablishes the Brazilian educational policy are in conflict with the perspective of the AMOP Curriculum. The opposition that can be seen in this conflict is between the pedagogies of learning to learn, which is pragmatic and adapts the students to the labor market and the ideology of capitalism and Historical-Critical Pedagogy, which understand that access to historically produced knowledge, which is expressed, above all, in the so-called classics, is a relevant factor for true human formation. In this context, it is concluded that by the advanced and progressive character of the AMOP curriculum, despite gaps and contradictions, in the sense of forming a necessary critical awareness to face the pressures of the current political and cultural context and implement the fight against social inequality and other capitalism evils.A presente dissertação apresenta o resultado de uma pesquisa inserida na linha de História da Educação teve como objeto o Currículo Básico para a Escola Pública Municipal da Região Oeste do Paraná (Currículo da AMOP). O objetivo foi analisar, a partir do referencial teórico proclamado no Currículo da Região Oeste do Paraná a saber o materialismo histórico-dialético e a pedagogia histórico-crítica, as possibilidades de implementação do Currículo e os riscos de comprometimento de sua orientação teórico-metodológica. Tal análise foi feita a partir da comparação entre a primeira e a quarta edição do Currículo, respectivamente de 2007 e 2019, e da identificação nessas redações de elementos de adequação à legislação nacional e às orientações oficiais expressas na Lei de Diretrizes e Bases da Educação Nacional – LDB, na Base Nacional Comum Curricular – BNCC e nos Parâmetros Curriculares Nacionais – PCNs. A partir do entendimento de que o currículo deva ser compreendido pelos educadores para que sua implementação nas escolas seja bem-sucedida, a pesquisa identificou alguns elementos de pressão que podem comprometer seu sucesso, elementos estes decorrentes do atual cenário político e cultural que é marcado pela existência de um conservadorismo de extrema direita, com conotações por vezes religiosas e por vezes movidas por um pragmatismo empresarial, a exemplo do Movimento Escola Sem Partido. Como resultado, foi possível constatar que a orientação teórico-pedagógica que norteia os documentos oficiais que balizam a política educacional brasileira estabelece um conflito com a perspectiva do Currículo da AMOP. A contraposição que se vislumbra neste conflito é entre as pedagogias do aprender a aprender, que é pragmática e de adaptação dos educandos ao mercado de trabalho e à ideologia do capitalismo, e a pedagogia histórico-crítica, que entende que o acesso ao conhecimento historicamente produzido, que se expressa sobretudo nos chamados clássicos, é um fator relevante para a verdadeira formação humana. Nesse contexto, conclui-se pelo caráter avançado e progressista do currículo da AMOP, a despeito de lacunas e contradições, no sentido da formação de uma consciência verdadeiramente crítica para enfrentar as pressões do atual contexto político e cultural e instrumentalizar a luta contra a desigualdade social e as demais mazelas do capitalismo.Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2022-03-25T12:36:31Z No. of bitstreams: 2 Juliana_Silveira2021.pdf: 1174679 bytes, checksum: b0280362e031122e75453e82151a4dbe (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2022-03-25T12:36:31Z (GMT). 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dc.title.por.fl_str_mv |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências |
dc.title.alternative.eng.fl_str_mv |
The Basic Curriculum for a Municipal Public School: Development, Changes, Possibilities and Trends |
title |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências |
spellingShingle |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências Silveira, Juliana Stein Currículo da AMOP Pedagogia Histórico-Crítica Educação Escolar História da Educação Conjuntura Política AMOP Curriculum Historical-Critical Pedagogy Schooling History of Education Political Conjuncture Sociedade e Educação |
title_short |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências |
title_full |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências |
title_fullStr |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências |
title_full_unstemmed |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências |
title_sort |
O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências |
author |
Silveira, Juliana Stein |
author_facet |
Silveira, Juliana Stein |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Derisso, José Luis |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1138645518550648 |
dc.contributor.referee1.fl_str_mv |
Derisso, José Luis |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1138645518550648 |
dc.contributor.referee2.fl_str_mv |
Malanchen, Julia |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/2966476119132597 |
dc.contributor.referee3.fl_str_mv |
Matos, Neide da Silveira Duarte de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/6501371935947033 |
dc.contributor.referee5.fl_str_mv |
Duarte, Newton |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/2161593951236436 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4502632370160322 |
dc.contributor.author.fl_str_mv |
Silveira, Juliana Stein |
contributor_str_mv |
Derisso, José Luis Derisso, José Luis Malanchen, Julia Matos, Neide da Silveira Duarte de Duarte, Newton |
dc.subject.por.fl_str_mv |
Currículo da AMOP Pedagogia Histórico-Crítica Educação Escolar História da Educação Conjuntura Política |
topic |
Currículo da AMOP Pedagogia Histórico-Crítica Educação Escolar História da Educação Conjuntura Política AMOP Curriculum Historical-Critical Pedagogy Schooling History of Education Political Conjuncture Sociedade e Educação |
dc.subject.eng.fl_str_mv |
AMOP Curriculum Historical-Critical Pedagogy Schooling History of Education Political Conjuncture |
dc.subject.cnpq.fl_str_mv |
Sociedade e Educação |
description |
The current essay presents the result of a research inserted in the History of Education line, which brings as its object the Basic Curriculum for a Municipal Public School in the Western Region of Paraná (AMOP Curriculum). The objective was to analyze, from the theoretical framework proclaimed in the Curriculum of Western Region of Paraná, Historical-Dialectical Materialism and Historical-Critical Pedagogy, the possibilities for implementing the Curriculum and the risks of compromising its theoreticalmethodological orientation. This analysis was made from the comparison between the first and fourth edition of the Curriculum, respectively from 2007 and 2019, and from the identification, in these documents, of adaptation to national legislation elements and official guidelines expressed in the Law of Directives and Bases of National Education - LDBEN, in the National Common Curricular Base - BNCC and in the National Curriculum Parameters - PCNs. Starting from the understanding that the curriculum must be comprehended by educators so that its implementation in schools bacome successful, this survey identified some pressure elements that can compromise its success, elements arising from the current political and cultural scenario that is marked by the existence of an extreme right-wing conservatism, sometimes with religious connotations and other times driven by business pragmatism, as an example of Escola Sem Partido Movement. As a result, it was possible to verify that the theoretical-pedagogical orientation which guides the official documents and that stablishes the Brazilian educational policy are in conflict with the perspective of the AMOP Curriculum. The opposition that can be seen in this conflict is between the pedagogies of learning to learn, which is pragmatic and adapts the students to the labor market and the ideology of capitalism and Historical-Critical Pedagogy, which understand that access to historically produced knowledge, which is expressed, above all, in the so-called classics, is a relevant factor for true human formation. In this context, it is concluded that by the advanced and progressive character of the AMOP curriculum, despite gaps and contradictions, in the sense of forming a necessary critical awareness to face the pressures of the current political and cultural context and implement the fight against social inequality and other capitalism evils. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-11-19 |
dc.date.accessioned.fl_str_mv |
2022-03-25T12:36:31Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVEIRA, Juliana Stein. O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências. 2021. 118 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/5931 |
identifier_str_mv |
SILVEIRA, Juliana Stein. O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências. 2021. 118 f. Dissertação (Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel - PR. |
url |
https://tede.unioeste.br/handle/tede/5931 |
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por |
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por |
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Centro de Educação, Comunicação e Artes |
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Universidade Estadual do Oeste do Paraná Cascavel |
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repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
_version_ |
1801124586581917696 |