Currículo em ação : implicações na construção de uma escola democrática

• Ano de defesa: 2009
• Autor(a) principal: Vieira, Angelina de Melo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Programa de Pós-graduação em Educação; Educação
• Palavras-chave em Português: Política educacional; Democracia; Currículo; Escola democrática; Professores como intelectuais transformadores; Curriculum; Democratic school; Teachers as intellectuals transformers; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://app.uff.br/riuff/handle/1/17289

This research has as object of study the action of the school curriculum in Liberdade, a public institution of the municipal system of education in Cuiaba, Mato Grosso, and aims to critically examine the social and educational artifact. This curriculum offers the opportunity to purchase involved knowledge, values, experiences that enable the experience of democracy for criticism? As this experience takes place? From these and other questions that practices such analysis, pointing out some possibilities and obstacles to building a school and, by extension, of a democratic society. The route methodological commitment is characterized by a case study of type ethnographic, supported by the triangulation of data, collected by the recurrence of three investigative tools - observation, examination of documentary sources written and ethnographic interviews in order to protect the scientific rigor and answer questions to the whole of the research. The theoretical framework and practical build on some of the biggest specialists in critical contemporary curriculum, such as Michael W. Apple, Henry A. Giroux, Antonio Flávio B. Moreira, among others. To build it, it is the works of Antonio Gramsci and Paulo Freire, and others, including some of its interpreters. Among the issues focused, there are the categories which form part of an "extended state", in which the dispute between the project company is also evident within the school, whereas the curriculum in action can confirm or present evidence of that develops with a view to overcoming the current project of society in that it enables progress in understanding and discernment of the principles that guide and reflect the theoretical and methodological of each proposal. Take action in the curriculum as the school's policy, requires an understanding that is not isolated from the broader aspects and elements of society and education, thinking it before, and conditional on the other hand, having the capacity to influence the way and the horizon that intellectuals play in their practice. Design that is in the joints and the empowerment of the public, particularly the professionals participating in the school which is the research and who are allowed to be themselves the subjects they think, organize and put into action the unit and its school curriculum. The research points to progress toward building a shared power in school management and a less vertical relationship between those involved. However, reveals difficulties in the processing of the curriculum in action in order to reconcile the freedom, responsibility, the spontaneity and the need to offer students the early years of elementary school sound knowledge that they make possible a consistent training and critical.