Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017)
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/4329 |
Resumo: | Creating this study at the dawn of historic-critical pedagogy means comprehending a historical movement which aims for the integral education of people, with the purpose of positively interfering on society and contribute to its transformation, as historical materialism theory proposes, presented in the Associação dos Municípios do Oeste do Paraná (AMOP) curriculum, which is in place at the city of Foz do Iguaçu since 2007. However, on the national spectrum, this curriculum has become an idealistic education concept after the implementation of the Laws and Guidelines for National Education (LDBEN 9394/96) and new norms were made for all education nationwide. Having this theorical dispute as a background, given their antagonistic conceptions, elucidate on which of those two is being used as an educational guideline on a municipal level has become a major focal point. With this in mind, this work’s main objective was to verify if historic-critical pedagogy is indeed present on curriculum policies, as well as in the curriculum in place at the municipal level in Foz do Iguaçu from 2007-2017. With that purpose, on a dialectic approach to data analysis, this work’s journey consisted, initially, with a brief historical contextualization of the public school system of Paraná’s westernmost region, focusing mainly on the development of the educational system in the city of Foz do Iguaçu, since it’s colonization up to the present day, as a means to reflect on the social contradictions that presented themselves during this period. To substantiate this research, a theoretical study made itself needed, on which we evaluated historic-critical pedagogy’s methodology, as well it’s theoretical fundaments, so we could further analyze Foz do Iguaçu’s public school system curriculum guidelines, such as the AMOP Curriculum, the pedagogue-politic guideline and the Continued Education Report from the Municipal Technology Nucleus, with the intention of finding the main focal points of the pedagogy system implemented on the city. To further complement this discussion, structured interviews created jointly with AMOP’s pedagogy executive office as well as municipal secretaries of education that operated during this period, were made. This approach produced investigative data which helped correlate information gathered from personnel with those from official documents and theoretical analysis. Through the analysis displayed on this research, we hope to demonstrate that historic-critical pedagogy is indeed implemented, however, due to the influence of opposing pedagogical fields, the curricular guidelines present on the public school system of Foz do Iguaçu during this period are constrained by neo-liberal policies, hindering their effectiveness. |
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Malanchen, Juliahttp://lattes.cnpq.br/2966476119132597Lunardelli, Mariangela Garciahttp://lattes.cnpq.br/9885114354058788Orso, Paulino Joséhttp://lattes.cnpq.br/8247504761634290http://lattes.cnpq.br/7540404604568447Marquezi, Jussara2019-06-05T13:24:59Z2019-03-13MARQUEZI, Jussara. Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017). 2019. 160 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2019.http://tede.unioeste.br/handle/tede/4329Creating this study at the dawn of historic-critical pedagogy means comprehending a historical movement which aims for the integral education of people, with the purpose of positively interfering on society and contribute to its transformation, as historical materialism theory proposes, presented in the Associação dos Municípios do Oeste do Paraná (AMOP) curriculum, which is in place at the city of Foz do Iguaçu since 2007. However, on the national spectrum, this curriculum has become an idealistic education concept after the implementation of the Laws and Guidelines for National Education (LDBEN 9394/96) and new norms were made for all education nationwide. Having this theorical dispute as a background, given their antagonistic conceptions, elucidate on which of those two is being used as an educational guideline on a municipal level has become a major focal point. With this in mind, this work’s main objective was to verify if historic-critical pedagogy is indeed present on curriculum policies, as well as in the curriculum in place at the municipal level in Foz do Iguaçu from 2007-2017. With that purpose, on a dialectic approach to data analysis, this work’s journey consisted, initially, with a brief historical contextualization of the public school system of Paraná’s westernmost region, focusing mainly on the development of the educational system in the city of Foz do Iguaçu, since it’s colonization up to the present day, as a means to reflect on the social contradictions that presented themselves during this period. To substantiate this research, a theoretical study made itself needed, on which we evaluated historic-critical pedagogy’s methodology, as well it’s theoretical fundaments, so we could further analyze Foz do Iguaçu’s public school system curriculum guidelines, such as the AMOP Curriculum, the pedagogue-politic guideline and the Continued Education Report from the Municipal Technology Nucleus, with the intention of finding the main focal points of the pedagogy system implemented on the city. To further complement this discussion, structured interviews created jointly with AMOP’s pedagogy executive office as well as municipal secretaries of education that operated during this period, were made. This approach produced investigative data which helped correlate information gathered from personnel with those from official documents and theoretical analysis. Through the analysis displayed on this research, we hope to demonstrate that historic-critical pedagogy is indeed implemented, however, due to the influence of opposing pedagogical fields, the curricular guidelines present on the public school system of Foz do Iguaçu during this period are constrained by neo-liberal policies, hindering their effectiveness.Realizar esta pesquisa tiendo como base la pedagogía histórico-crítica significa comprender la educación en un movimiento histórico que busca la formación integral de los sujetos, con el propósito de interferir en la sociedad y contribuir para la transformación de que necesita para un mundo mejor y justo, como presupone la teoría materialista histórica y dialéctica, presentada en el currículo AMOP, presente en el regimiento de la red de enseñanza de Foz do Iguaçu desde 2007. Sin embargo, en el escenario de la educación nacional, el currículo asumió una concepción idealista de educación tras la implantación de la Ley de Directrices y Bases de la Educación Nacional (LDBEN 9394/96) y se crearon nuevas directrices para todas las escuelas y redes de enseñanza en el país. En este panorama de disputa teórica, ante dos concepciones antagónicas, aclarar qué teoría se presentaba como propuesta educativa en las políticas curriculares desarrolladas en la red pública municipal de educación se tornó primordial. Con este propósito, el objetivo de esta investigación fue analizar si la pedagogía histórico-crítica se materializa en las políticas curriculares, así como en el currículo implantado en la red pública municipal de educación de Foz do Iguaçu en el período de 2007 a 2017. Para cumplir con lo propuesto, a través de una perspectiva dialéctica de análisis de datos, el recorrido del trabajo consistió, inicialmente, en realizar una breve contextualización histórica de la educación de la región oeste paranaense, destacando el desarrollo educativo en el municipio de Foz do Iguaçu, desde su colonización hasta los días actuales, a fin de reflejar las contradicciones sociales que se presentaron en la educación en ese período. Para basar esa investigación se hizo necesario realizar un estudio teórico en el cual apuntase los fundamentos teórico / metodológicos de la pedagogía histórico-crítica para subsidiar el análisis de los documentos orientadores del trabajo pedagógico de la red municipal de educación de Foz do Iguaçu como el Currículo AMOP, el proyecto político-pedagógico y el Informe de formación continuada del Núcleo de Tecnología Municipal, con la intención de levantar los elementos orientadores del trabajo pedagógico en la educación del municipio. Para complementar esta discusión, la realización de entrevistas semiestructuradas con la Secretaria Ejecutiva del Departamento Pedagógico de la AMOP y con los Secretarios Municipales de Educación que actuaron en esa década fue una opción metodológica para producir datos de la investigación, a fin de relacionar las informaciones levantadas en las entrevistas con los datos presentados en los documentos analizados y en la fundamentación teórica. Se espera, por medio del análisis de lo dispuesto en ese estudio, demostrar que la pedagogía histórico-crítica se materializa en el currículo implantado, pero debido a la influencia de las corrientes pedagógicas opuestas a la transmisión del saber sistematizadas, las políticas curriculares, desarrolladas en la red pública municipal de educación de Foz do Iguaçu en ese período, están condicionadas a las políticas neoliberales, dificultando así su efectividad.Realizar esse estudo à luz da pedagogia histórico-crítica significa compreender a educação em um movimento histórico que almeja a formação integral dos sujeitos, com o propósito de interferir na sociedade e contribuir para a sua transformação, como pressupõe a teoria materialista histórica e dialética, apresentada no currículo AMOP, que vigora no município de Foz do Iguaçu desde 2007. No entanto, no cenário da educação nacional, o currículo assumiu uma concepção idealista de educação após a implantação da Lei de Diretrizes e Bases da Educação Nacional (LDBEN 9394/96) e foram criadas novas normas orientadoras para todas as escolas e redes de ensino no país. Neste panorama de disputa teórica, diante de duas concepções antagônicas, esclarecer qual teoria se apresentava enquanto proposta educacional nas políticas curriculares desenvolvidas na rede pública municipal de educação se tornou primordial. Com esse intuito, o objetivo desta pesquisa foi analisar se a pedagogia histórico-crítica se materializa nas políticas curriculares, bem como no currículo implantado na rede pública municipal de educação de Foz do Iguaçu no período de 2007 a 2017. Para cumprir com o proposto, diante de uma perspectiva dialética de análise de dados, o percurso do trabalho consistiu, inicialmente, em realizar uma breve contextualização histórica da educação da região oeste paranaense, destacando o desenvolvimento educacional no município de Foz do Iguaçu, desde sua colonização até os dias atuais, a fim de refletir as contradições sociais que se apresentaram na educação nesse período. Para embasar essa pesquisa se fez necessário realizar um estudo teórico no qual elencamos os fundamentos teórico/metodológicos da pedagogia histórico-crítica para subsidiar a análise dos documentos direcionadores do trabalho pedagógico da rede municipal de educação de Foz do Iguaçu como o Currículo AMOP, o projeto político-pedagógico e o Relatório de formação continuada do Núcleo de Tecnologia Municipal, com a intenção de levantar os elementos norteadores do trabalho pedagógico na educação do município. Para complementar essa discussão, a realização de entrevistas semiestruturadas com a Secretária Executiva do Departamento Pedagógico da AMOP e com os Secretários Municipais de Educação que atuaram nessa década foi uma opção metodológica para produzir dados da investigação, a fim de relacionar as informações levantadas nas entrevistas com os dados apresentados nos documentos analisados e na fundamentação teórica. Espera-se, por meio da análise do disposto nesse estudo, demonstrar que a pedagogia histórico-crítica se materializa no currículo implantado, porém, devido a influência das correntes pedagógicas opostas à transmissão do saber sistematizadas, as políticas curriculares, desenvolvidas na rede pública municipal de educação de Foz do Iguaçu nesse período, estão condicionadas às políticas neoliberais, dificultando assim sua efetivação.Submitted by Wagner Junior (wagner.junior@unioeste.br) on 2019-06-05T13:24:59Z No. of bitstreams: 2 Jussara_Marquezi_2019.pdf: 1914678 bytes, checksum: d22166de96b4ce9efb6ce1f14ee70fd4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-06-05T13:24:59Z (GMT). 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dc.title.por.fl_str_mv |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) |
dc.title.alternative.eng.fl_str_mv |
Curricular policies analysis of the municipal public network of education of Foz do Iguaçu in the light of histical-critical pedagogy (2007-2017) |
title |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) |
spellingShingle |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) Marquezi, Jussara Pedagogia histórico-crítica Currículo Políticas curriculares Educação Historical-critical pedagogy Curriculum Curricular policies Education Pedagogía histórico-crítica Plan de estudios Políticas curriculares Educación EDUCACAO::CURRICULO |
title_short |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) |
title_full |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) |
title_fullStr |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) |
title_full_unstemmed |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) |
title_sort |
Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017) |
author |
Marquezi, Jussara |
author_facet |
Marquezi, Jussara |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Malanchen, Julia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2966476119132597 |
dc.contributor.referee1.fl_str_mv |
Lunardelli, Mariangela Garcia |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9885114354058788 |
dc.contributor.referee2.fl_str_mv |
Orso, Paulino José |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8247504761634290 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7540404604568447 |
dc.contributor.author.fl_str_mv |
Marquezi, Jussara |
contributor_str_mv |
Malanchen, Julia Lunardelli, Mariangela Garcia Orso, Paulino José |
dc.subject.por.fl_str_mv |
Pedagogia histórico-crítica Currículo Políticas curriculares Educação |
topic |
Pedagogia histórico-crítica Currículo Políticas curriculares Educação Historical-critical pedagogy Curriculum Curricular policies Education Pedagogía histórico-crítica Plan de estudios Políticas curriculares Educación EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Historical-critical pedagogy Curriculum Curricular policies Education |
dc.subject.spa.fl_str_mv |
Pedagogía histórico-crítica Plan de estudios Políticas curriculares Educación |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::CURRICULO |
description |
Creating this study at the dawn of historic-critical pedagogy means comprehending a historical movement which aims for the integral education of people, with the purpose of positively interfering on society and contribute to its transformation, as historical materialism theory proposes, presented in the Associação dos Municípios do Oeste do Paraná (AMOP) curriculum, which is in place at the city of Foz do Iguaçu since 2007. However, on the national spectrum, this curriculum has become an idealistic education concept after the implementation of the Laws and Guidelines for National Education (LDBEN 9394/96) and new norms were made for all education nationwide. Having this theorical dispute as a background, given their antagonistic conceptions, elucidate on which of those two is being used as an educational guideline on a municipal level has become a major focal point. With this in mind, this work’s main objective was to verify if historic-critical pedagogy is indeed present on curriculum policies, as well as in the curriculum in place at the municipal level in Foz do Iguaçu from 2007-2017. With that purpose, on a dialectic approach to data analysis, this work’s journey consisted, initially, with a brief historical contextualization of the public school system of Paraná’s westernmost region, focusing mainly on the development of the educational system in the city of Foz do Iguaçu, since it’s colonization up to the present day, as a means to reflect on the social contradictions that presented themselves during this period. To substantiate this research, a theoretical study made itself needed, on which we evaluated historic-critical pedagogy’s methodology, as well it’s theoretical fundaments, so we could further analyze Foz do Iguaçu’s public school system curriculum guidelines, such as the AMOP Curriculum, the pedagogue-politic guideline and the Continued Education Report from the Municipal Technology Nucleus, with the intention of finding the main focal points of the pedagogy system implemented on the city. To further complement this discussion, structured interviews created jointly with AMOP’s pedagogy executive office as well as municipal secretaries of education that operated during this period, were made. This approach produced investigative data which helped correlate information gathered from personnel with those from official documents and theoretical analysis. Through the analysis displayed on this research, we hope to demonstrate that historic-critical pedagogy is indeed implemented, however, due to the influence of opposing pedagogical fields, the curricular guidelines present on the public school system of Foz do Iguaçu during this period are constrained by neo-liberal policies, hindering their effectiveness. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-06-05T13:24:59Z |
dc.date.issued.fl_str_mv |
2019-03-13 |
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 |
MARQUEZI, Jussara. Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017). 2019. 160 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4329 |
identifier_str_mv |
MARQUEZI, Jussara. Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017). 2019. 160 f. Dissertação (Mestrado em Ensino) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2019. |
url |
http://tede.unioeste.br/handle/tede/4329 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
8514536940106015135 |
dc.relation.confidence.fl_str_mv |
600 600 600 |
dc.relation.department.fl_str_mv |
3180251958877067170 |
dc.relation.cnpq.fl_str_mv |
-2345388840310388704 |
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 Foz do Iguaçu |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ensino |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação Letras e Saúde |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTE instname:Universidade Estadual do Oeste do Paraná (UNIOESTE) instacron:UNIOESTE |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
instacron_str |
UNIOESTE |
institution |
UNIOESTE |
reponame_str |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
collection |
Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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http://tede.unioeste.br:8080/tede/bitstream/tede/4329/5/Jussara_Marquezi_2019.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/4329/2/license_url http://tede.unioeste.br:8080/tede/bitstream/tede/4329/3/license_text http://tede.unioeste.br:8080/tede/bitstream/tede/4329/4/license_rdf http://tede.unioeste.br:8080/tede/bitstream/tede/4329/1/license.txt |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
repository.mail.fl_str_mv |
biblioteca.repositorio@unioeste.br |
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