A exclusão intraescolar e suas relações com o currículo: percepções a partir da proposta curricular de Santa Catarina

• Autor(a) principal: Souza, Estelamaris Galiazzi
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFFS (Repositório Digital da UFFS)
• Texto Completo: https://rd.uffs.edu.br/handle/prefix/1143
• topic: Currículos e programas; Educação; Prática de ensino

This research approaches the intra-school exclusion and its relations with the curriculum, having as object of study the Curricular Proposal of Santa Catarina. We seek to discuss education as a practical and pedagogical activity, curriculum as an educational concept and about intra-school exclusion. We questioned how the curriculum is understood in the Curricular Proposal and if there are aspects of intraschool exclusion present in the discourses of this document. We list as a research topic the following questions: Can the Curricular Proposal of the state of Santa Catarina be considered as a document that points out possibilities for facing or minimizing intra-school exclusion? With regard to the objectives, the research seeks to: i) explain the methodological paths taken for the development of this study, as well as the correlated paths; ii) carry out theoretical revision on public and educational policies and curriculum; iii) historically locate the Curricular Proposal and reflect on its historical, epistemological and pedagogical aspects; iv) to focus on intra-school exclusion through the categories related to the document under analysis. About the methodology, the study was carried out through the research of the theoretical components on the subject, analysis of the historical construction of the Curriculum Proposal and, analysis of the categories: time, curricular matrix, hegemonic discourses, learning and formative course. As conclusion of the research is our understanding that the intra-school exclusion is present in the discourses of every Curricular Proposal books, often in a veiled way. We relate the existence of this exclusion to the ineffective public policies as well as the extracurricular factors of students' lives. We also conclude that the school can be a space to combat exclusion through teaching projects carefully thinked and implemented aimed at contributing to human formation.