O trabalho docente com a Pedagogia Histórico-Crítica no contexto do currículo da rede municipal de São Paulo: limites e perspectivas

• Ano de defesa: 2024
• Autor(a) principal: Galvão, Nelson Luiz Gimenes
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de , Orso, Paulino José , Silva Júnior, João dos Reis , Severino, Antonio Joaquim , Souza, Carlos Bauer de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: políticas públicas em educação; trabalho docente; pedagogia histórico crítica; rede municipal de São Paulo
• Palavras-chave em Inglês: public policies in education; teaching work; critical historical pedagogy; São Paulo municipal network
• Palavras-chave em Espanhol: políticas públicas en educación; trabajo docente; pedagogía histórica crítica; red municipal de São Paulo
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3366

When we contacted teachers from the São Paulo Municipal Education Network, who adhere to the theoretical assumptions of Historical-Critical Pedagogy, we asked ourselves about the possibilities of implementing this counter-hegemonic theoretical-practical proposition in São Paulo. We propose as an object of research the teaching work of PHC members, who teach in Elementary School in the São Paulo Municipal Network. Our general objective is to verify the theoretical-practical presence of PHC in the teaching work of male and female teachers in the Municipal Education Network of São Paulo. Our specific objectives are: to investigate the theoretical/practical appropriation of PHC by elementary school teachers from the Municipal Network of São Paulo in their teaching practice, with the aim of preserving the specificities of public school education, teacher professionalization, defense of advanced curricular content, in contrast to the post-BNCC dismantling present in the City Curriculum. Through semi-structured interviews, we intend to gather data about the assimilation of PHC in teaching work and in the broader social practice of different followers in two groups of teachers from the São Paulo Municipal Network, one group of beginners and the other with expanded contact. The questions that will guide us in the creation of data will comprise the following categories from the City Curriculum: school organization and working conditions; curriculum; teaching and didactic training; assessment; and intervention in broader social practice. Our methodological path is centered on official documentary analysis, literature review about the categories listed, interviews and comparison with PHC assumptions. We are guided by the materialist-historical-dialectic method, the epistemological basis of PHC. We found that the hypothesis put forward is fulfilled: the application of the PHC propositions in the Municipal Network of São Paulo is limited and incipient, however, it is not irrelevant, given the possible advances in the understanding and implementation of teaching work and the transformations in social practice of teachers in engagement and organization of a political nature, with the intention of contributing, beyond their work unit, to expanding the understanding of PHC's theoretical-practical propositions and the struggle to overcome capitalist sociability.