Análise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017)

Detalhes bibliográficos
Autor(a) principal: Marquezi, Jussara
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.
id UNIOESTE-1_e240b12dfd472f283a578c2e99e38255
oai_identifier_str oai:tede.unioeste.br:tede/4329
network_acronym_str UNIOESTE-1
network_name_str Biblioteca Digital de Teses e Dissertações do UNIOESTE
repository_id_str
spelling 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). No. of bitstreams: 2 Jussara_Marquezi_2019.pdf: 1914678 bytes, checksum: d22166de96b4ce9efb6ce1f14ee70fd4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-03-13application/pdfpor8774263440366006536500Universidade Estadual do Oeste do ParanáFoz do IguaçuPrograma de Pós-Graduação em EnsinoUNIOESTEBrasilCentro de Educação Letras e Saúdehttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPedagogia histórico-críticaCurrículoPolíticas curricularesEducaçãoHistorical-critical pedagogyCurriculumCurricular policiesEducationPedagogía histórico-críticaPlan de estudiosPolíticas curricularesEducaciónEDUCACAO::CURRICULOAnálise das políticas curriculares da rede pública municipal de educação de Foz do Iguaçu à luz da pedagogia histórico-crítica (2007-2017)Curricular policies analysis of the municipal public network of education of Foz do Iguaçu in the light of histical-critical pedagogy (2007-2017)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis85145369401060151356006006003180251958877067170-2345388840310388704reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALJussara_Marquezi_2019.pdfJussara_Marquezi_2019.pdfapplication/pdf1914678http://tede.unioeste.br:8080/tede/bitstream/tede/4329/5/Jussara_Marquezi_2019.pdfd22166de96b4ce9efb6ce1f14ee70fd4MD55CC-LICENSElicense_urllicense_urltext/plain; charset=utf-849http://tede.unioeste.br:8080/tede/bitstream/tede/4329/2/license_url4afdbb8c545fd630ea7db775da747b2fMD52license_textlicense_texttext/html; charset=utf-80http://tede.unioeste.br:8080/tede/bitstream/tede/4329/3/license_textd41d8cd98f00b204e9800998ecf8427eMD53license_rdflicense_rdfapplication/rdf+xml; charset=utf-80http://tede.unioeste.br:8080/tede/bitstream/tede/4329/4/license_rdfd41d8cd98f00b204e9800998ecf8427eMD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.unioeste.br:8080/tede/bitstream/tede/4329/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/43292019-06-05 10:24:59.873oai: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:2019-06-05T13:24:59Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)false
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
instname_str 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
bitstream.url.fl_str_mv 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
bitstream.checksum.fl_str_mv d22166de96b4ce9efb6ce1f14ee70fd4
4afdbb8c545fd630ea7db775da747b2f
d41d8cd98f00b204e9800998ecf8427e
d41d8cd98f00b204e9800998ecf8427e
bd3efa91386c1718a7f26a329fdcb468
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE)
repository.mail.fl_str_mv biblioteca.repositorio@unioeste.br
_version_ 1811723414122004480