A Pedagogia Histórico-Crítica em Cascavel no contexto do conservadorismo contemporâneo no Brasil

• Ano de defesa: 2020
• Autor(a) principal: Miranda, André Luiz Pacheco de
• Orientador(a): Derisso, José Luis
• Banca de defesa: Derisso, José Luis , Orso, Paulino José , Silva, João Carlos da , Malanchen, Julia
• 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; Pedagogia Histórico-Crítica; Educação Revolucionária; Conservadorismo
• Palavras-chave em Inglês: Education; Critical-Historical Pedagogy; Revolutionary Education; Conservantism
• Área do conhecimento CNPq: Sociedade e educação
• Link de acesso: http://tede.unioeste.br/handle/tede/5264

The presente research aims to analyse the Curriculum for the Municipal Public Edu cation Network of Cascavel and the coservative attacks in the composition of educa tional proposals. The research focuses on analysing how the conservative wave thre atens the implemetation of a revolucionary pedagogy, promoting alienation and soli difying the logic of capital in an education that serves the interests of the dominant class. It begins historically analysing the process of elaboration of the curriculum pro posals from the Association of Municipalities of Western Paraná and the Municipality of Cascavel, which adopted Critical-Historical Pedagogy. Describes the process that tiggered the French Revolution and with it the so-called Pedagogies of Essence and Existence. It differentiates between the so-called Non-Critical and Critical Reproduc tive Pedagogies of Education and briefly analyses the main categories of Critical-His torical Pedagogy. It briefly analyses the liberal character of the manifesto of the Pio neers of New Education, the contradiction between the offer of Religious Teaching and the laicity of the Union foressen in the Constitution, and the elaboration of the three Laws of Directives and Bases of Education analysing the openings given to the inclusion of Religious Teaching with the workload. It discusses how the Religious Tea ching was a great exponente for the solidification of the conservative ideology in edu cation and how the religious practice is rooted in all public departments in Brazil, in cluding and especually in the establishment of educational policies and curricula. It analyses how conservative morals are presente in the elaboration of educational poli cies. It evaluates to what extent revolutionary educacional proposals have room to prosper in the current context of the country.