Organização curricular do ensino fundamental em uma escola pública da rede estadual de Mato Grosso : currículo organizado por ciclos de formação humana?

• Ano de defesa: 2020
• Autor(a) principal: Primon, Alair Maria David
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Ciclo de formação humana; Currículo; Ciclo de políticas; Ensino fundamental; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Human educational background cycle; Curriculum; Policies cycle; Elementary education
• Link de acesso: http://ri.ufmt.br/handle/1/3957

This thesis is placed on the Educational Organization, Formation and Pedagogical Practices line of research, which is part of the Contemporary Curriculum Policies and Faculty Formation research group, and aims to analyze the organization of school curricula through the Human Educational Background Cycle, focused on the Escola Estadual Deputado João Evaristo Curvo’s reality, based in Mato Grosso state. It searches for the structuring of analyses, a priori, substantiating them with historical and bibliographic discussions of curricular trajectory, anchored to curricular studies benchmarks, highlighting Ivor Goodson, Antonio Flavio Moreira, Tomáz Tadeu da Silva – to whom the curriculum has varied according to different theories, political positions and historical contexts. When developing this research, it has been used the analytical method of Policy Cycle of Stephen Ball (2001), with interpretations from Mainardes (2006) and Oliveira (2006), to discuss the elaboration of curricular policies, considering the curriculum educational policies for the elementary education. Ball’s purpose allows the understanding of how policies are built in an enmeshed way between contexts, supporting a plural set of views for the collected data. The very curricular policies data were assembled through interviews with teachers from Mato Grosso’s public system who worked with curriculum organized by grade and by cycles. In this transition, it is noticeable the detachment between all curricular settings based on Human Educational Background Cycles and the context of researched curriculum practices, with a strong presence when it comes to curricula organized by grade. The legislation for the implementation of those cycles was created, although some aspects of this curricular policy - such as faculty formation and the very school dependencies conditions - remain in need of reflection, study and investment, so that the curricular organization by cycles could be effective.