O currículo de Curitiba, o primeiro currículo histórico-crítico do Brasil
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Tonidandel, Sandra
 |
| Orientador(a): | |
| Banca de defesa: | , , , |
| Tipo de documento: | Tese |
| 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
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| Departamento: |
Centro de Educação, Comunicação e Artes
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| País: |
Brasil
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| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7673 |
Resumo: | This research is of a fundamental theoretical-documentary nature, using the historical- dialectical materialist interpretative method. It is, therefore, an offshoot of the master's research “Historical-critical pedagogy: the process of construction and the profile of the basic curriculum for public schools in Paraná (1980-1994)”, carried out between 2012 and 2014. In this first study, we found that the construction of the Basic curriculum for public schools in the state of Paraná (1990) took place as a result of an agreement between representatives of the Curitiba Educators' Movement (ME-Ctba), who had been removed from office by the city's Municipal Education Department, and the government of Paraná in 1989. In this thesis, we reconstruct the making of Brazil's first historical-critical curriculum, Currículo básico: uma contribuição para escola pública brasileira (CBCEPBras) (1988), intending to understand the objective conditions that allowed it to be built and institutionalized in the public elementary school network in Curitiba between 1980 and 1988. To recover this phenomenon, we considered the contents of the multiple historical determinations that allowed the municipal government to endorse the Historical-Critical Pedagogy (PHC) as the theoretical framework for local public- school education from pre-school to the four initial grades of elementary school. The first chapter deals with the context of social demand for critical public elementary education, productive restructuring, and the inter-regional re-division of productive forces, under which a new type of collective consciousness has emerged, requiring a school education compatible with the stage of development reached; the contradictions of this productive base; the incompatibility between the level of development and public elementary education, and the nature of the failure of public elementary schools in the municipality. The second chapter contains the content surrounding the construction of the seminal historical-critical curriculum in Brazil; the characterization of the ME-Ctba that led the process of institutionalizing the curriculum; the characterization of the municipal public elementary education network; the relationship between society and education in Curitiba; the antagonistic class struggles between 1980 and 1988 and the political educational project of the municipal government, 1986 to 1989, which triggered the systematization of the critical curriculum proposal. The third chapter contains the characterization of the curriculum; the credits and structure of the proposal; the political horizon of the historical critics; the starting point, horizon, justification, and objective of the curriculum proposal; the interpretative method and methodology used in the curriculum; the historical-critical conception of man, student, society, education, school, curriculum, teaching, teacher, learning, teacher-student relationship, assessment, language, mathematics, history, geography, science, art, and physical education. We conclude that the objective conditions that allowed the construction and institutionalization of CBCEPBras in Curitiba occurred after 132 years of transformations in the local productive structure. The synthesis of the changes in those productive forces brought about a substantial transformation of its superstructure, and a new type of consciousness emerged. In that scenario, the workers took over the revolutionary historical process because they were endowed with critical consciousness when a social demand for a critical education counter-hegemonic to paranismo, the secular ideology in Paraná, and the secular failure of public schools became nationally apparent. In this way, the ME-Ctba responded to Brazilian society with the country's seminal historical-critical curriculum, the CBCEPBras, at the end 1988 in Curitiba. |