O Currículo da Região Oeste do Paraná: Elaboração, Alterações, Possibilidades e Tendências
| Ano de defesa: | 2021 |
|---|---|
| Autor(a) principal: |
Silveira, Juliana Stein
 |
| Orientador(a): |
Derisso, José Luis
|
| Banca de defesa: |
Derisso, José Luis
,
Malanchen, Julia
,
Matos, Neide da Silveira Duarte de
,
Duarte, Newton
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Cascavel |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Educação, Comunicação e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/5931 |
Resumo: | The current essay presents the result of a research inserted in the History of Education line, which brings as its object the Basic Curriculum for a Municipal Public School in the Western Region of Paraná (AMOP Curriculum). The objective was to analyze, from the theoretical framework proclaimed in the Curriculum of Western Region of Paraná, Historical-Dialectical Materialism and Historical-Critical Pedagogy, the possibilities for implementing the Curriculum and the risks of compromising its theoreticalmethodological orientation. This analysis was made from the comparison between the first and fourth edition of the Curriculum, respectively from 2007 and 2019, and from the identification, in these documents, of adaptation to national legislation elements and official guidelines expressed in the Law of Directives and Bases of National Education - LDBEN, in the National Common Curricular Base - BNCC and in the National Curriculum Parameters - PCNs. Starting from the understanding that the curriculum must be comprehended by educators so that its implementation in schools bacome successful, this survey identified some pressure elements that can compromise its success, elements arising from the current political and cultural scenario that is marked by the existence of an extreme right-wing conservatism, sometimes with religious connotations and other times driven by business pragmatism, as an example of Escola Sem Partido Movement. As a result, it was possible to verify that the theoretical-pedagogical orientation which guides the official documents and that stablishes the Brazilian educational policy are in conflict with the perspective of the AMOP Curriculum. The opposition that can be seen in this conflict is between the pedagogies of learning to learn, which is pragmatic and adapts the students to the labor market and the ideology of capitalism and Historical-Critical Pedagogy, which understand that access to historically produced knowledge, which is expressed, above all, in the so-called classics, is a relevant factor for true human formation. In this context, it is concluded that by the advanced and progressive character of the AMOP curriculum, despite gaps and contradictions, in the sense of forming a necessary critical awareness to face the pressures of the current political and cultural context and implement the fight against social inequality and other capitalism evils. |