A INFLUÊNCIA DAS POLÍTICAS NEOLIBERAIS NO ENSINO DE HISTÓRIA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL

• Ano de defesa: 2018
• Autor(a) principal: Catelan, Magdale Machado
• Orientador(a): Henn, Leonardo Guedes, Marquezan, Fernanda Figueira
• Banca de defesa: Ribeiro, José Iran, Alves, Marcos Alexandre
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Acadêmico em Ensino de Humanidades e Linguagens
• Departamento: Ensino de Humanidades e Linguagens
• País: Brasil
• Palavras-chave em Português: Políticas Neoliberais. Escola. Ensino. BNCC. PCNs.
• Palavras-chave em Inglês: Neoliberal Policies. School. Teaching. BNCC. PCNs.
• Área do conhecimento CNPq: Ensino de Humanidades e Linguagens
• Link de acesso: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/671

The neoliberal processes underwent changes and new idealizations throughout history, so that they directly influenced socio-educational processes, as well as political and state processes. Thinking of this consideration, this research investigates the neoliberal influences in the public curricular policies of Brazil, focusing on the teaching of History. In this way, the objectives are to study Brazilian National curricula; to verify the changes in the teaching of History from the National Curricular Common Base (2016); to identify the similarities between the National Curricular Parameters (1997) and the National Curricular Common Base (2016), and finally, to establish if there is a relation between neoliberal policies and the common curriculum proposed to schools. The type of research is of a bibliographic nature, since it allows the researchers to know what was published about the object of study, since it is based on the survey of theoretical references, such as books, scientific articles. Allied to the bibliographical research, documentary research was used, using more diversified sources, such as: statistical tables, newspapers, magazines, reports, official documents, letters, films, photographs, paintings, company reports. The conclusion, therefore, is that public policies, in view of the quest for the improvement of the quality of education, should initially focus on reducing social asymmetries, while educational policies need to consider that quality education is done under material conditions appropriate, and with a teacher prepared to meet the challenges of education.