A construção e implementação do currículo para rede pública municipal de ensino de Cascavel (2005-2015)

• Ano de defesa: 2018
• Autor(a) principal: Mazaro, Leonete Dalla Vecchia
• Orientador(a): Orso, Paulino José
• Banca de defesa: Orso, Paulino José , Lombardi, José Claudinei , Silva, João Carlos da , Carvalho, Marco Antonio Batista
• 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: Educação; Contradição; Pedagogia histórico-crítica; Currículo de Cascavel
• Palavras-chave em Inglês: Education; Contradiction; Historical-Critical Pedagogy; Curriculum of Cascavel
• Área do conhecimento CNPq: EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/3897

The objective general of this research was to historicize the production process of the Curriculum for Municipal Public School of Education of Cascavel/Paraná from 2005 to 2008 and its implementation from 2008 to 2015 and to verify to what extent this document is based on the contribution it announces, that is, in Historical-Critical Pedagogy (PHC). To comply with the proposed, we make a brief foray into the history of PHC in the State of Paraná, understanding that education is immersed and reflects social contradictions. We sought to analyze the documents issued by the Municipal Department of Education of Cascavel, in order to verify the movement and participation of the teachers of this teaching network in the production of the Curriculum. We present the Curriculum, its characteristics and specificities and analyze its fidelity and contradictions with the assumed perspective. We have also brought the municipal legislations that cite and determine that the work to be carried out in the municipal public school of Cascavel should be in line with the Cascavel Curriculum, with the career plan, the Municipal Education System law and the Municipal Plan of Education. We conclude, by means of documentar and biblical analysis, that in order to implement a Curriculum in the perspective of PHC, it is necessary to understand the method that supports this pedagogical theory, in this case, historical-dialectical materialism and from that interpret reality and its movement in the totality of relations.