A defesa do direito à educação e o currículo: quando seus caminhos se cruzam
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
Departamento: |
Faculdade de Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/22563 |
Resumo: | This bibliographic research aims at understanding the propositional contributions of the right to education in the history of Brazilian education and in the movements of organized educators since 1932, associating them to curricular justice, considered as the result of the experience summed up along this process. To achieve this intent, this research scrutinized two concepts: the concept of education as a right and the concept of right to education, both related to the Brazilian reality and found in official documents and the available literature produced in the historic period spanning from the first Brazilian Constitution until the publication of the last PNE - National Plan of Education - (2014-2024). This study resulted in the first chapter. In the second, the research considered the documents written by organized educators in 1932 and 1959 (Manifestos) and in 1986 (Letter of Goiânia). From the analysis of these documents, the study proposes the identification of the principles that strengthened the right to education and shed light onto its actuality. These principles are highlighted in the General Recommendation nº 13, article 13 of the UN International Covenant on Economic, Social, and Cultural Rights. The following chapter brings up the concept of school curriculum originated in the schooling process instituted since the formation of the national states and proceeds discussing the ponderation made in face of that concept by the critical studies about the curriculum. The chapter goes on considering the National Plan of Education (2014 -2024) as the sum up of the experiences in defense of the Brazilian public education and the institutionalization of the culture of participative planning in the country's education, by means of the Education Conferences (CONAE). At this point of the research the National Plan of Education (2014-2024) is related to the school curriculum. The study also discusses the dimensions of curricular justice and its theoretical grounds, social justice and critical theory of curriculum. In its conclusion, the chapter presents the promising entanglements englobing curricular justice - knowledge, co-living and care - and the basic education strategies outlined in the National Plan of Education (2014-2024) |
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Ponce, Branca JuremaOliveira, Michele Rodrigues de2019-09-06T12:02:44Z2019-08-26Oliveira, Michele Rodrigues de. A defesa do direito à educação e o currículo: quando seus caminhos se cruzam. 2019. 127 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22563This bibliographic research aims at understanding the propositional contributions of the right to education in the history of Brazilian education and in the movements of organized educators since 1932, associating them to curricular justice, considered as the result of the experience summed up along this process. To achieve this intent, this research scrutinized two concepts: the concept of education as a right and the concept of right to education, both related to the Brazilian reality and found in official documents and the available literature produced in the historic period spanning from the first Brazilian Constitution until the publication of the last PNE - National Plan of Education - (2014-2024). This study resulted in the first chapter. In the second, the research considered the documents written by organized educators in 1932 and 1959 (Manifestos) and in 1986 (Letter of Goiânia). From the analysis of these documents, the study proposes the identification of the principles that strengthened the right to education and shed light onto its actuality. These principles are highlighted in the General Recommendation nº 13, article 13 of the UN International Covenant on Economic, Social, and Cultural Rights. The following chapter brings up the concept of school curriculum originated in the schooling process instituted since the formation of the national states and proceeds discussing the ponderation made in face of that concept by the critical studies about the curriculum. The chapter goes on considering the National Plan of Education (2014 -2024) as the sum up of the experiences in defense of the Brazilian public education and the institutionalization of the culture of participative planning in the country's education, by means of the Education Conferences (CONAE). At this point of the research the National Plan of Education (2014-2024) is related to the school curriculum. The study also discusses the dimensions of curricular justice and its theoretical grounds, social justice and critical theory of curriculum. In its conclusion, the chapter presents the promising entanglements englobing curricular justice - knowledge, co-living and care - and the basic education strategies outlined in the National Plan of Education (2014-2024)Esta pesquisa, de caráter bibliográfico, busca compreender as contribuições propositivas do direito à educação na história da educação brasileira e nos movimentos de educadores organizados, a partir de 1932, associando-os à justiça curricular como o resultado de uma experiência acumulada ao longo desse processo. Para tal intento a pesquisa retomou dois conceitos: o conceito de educação como direito e o conceito de direito à educação, ambos relacionados à realidade brasileira e encontrados em documentos oficiais e na literatura disponível produzidos no período histórico que se estende desde a primeira Constituição brasileira até a promulgação do último PNE (2014). Esta retomada resultou no primeiro capítulo. No segundo, a pesquisa voltou-se para os documentos elaborados por educadoras e educadores organizados em 1932 e 1959 (Manifestos) e em 1986 (Carta de Goiânia). A partir da análise destes, a pesquisa se propõe a identificar os princípios fortalecedores do direito à educação e a evidenciar a sua atualidade. Tais princípios estão apontados na Recomendação Geral nº 13, artigo 13 do Comitê de Direitos Econômicos, Sociais e Culturais da ONU. O capítulo seguinte resgata a concepção de currículo escolar a partir do processo de escolarização, instituído desde a formação dos Estados Nacionais, e avança discutindo o contraponto à tal concepção de currículo colocado pelos estudiosos críticos do Currículo. O capítulo segue considerando o Plano Nacional de Educação (2014-2024) como sendo o acúmulo da experiência em defesa da educação pública brasileira e a institucionalização da cultura do planejamento participativo da educação do país, via Conferências da Educação (CONAE). Relaciona-se, neste momento da pesquisa, o Plano Nacional de Educação (2014-2024) com o currículo escolar. Discute-se, ainda, as dimensões da justiça curricular e suas bases teóricas, justiça social e teoria crítica do currículo. Na conclusão do capítulo apresentam-se os enredamentos promissores das dimensões da justiça curricular – conhecimento, convivência e cuidado - com as estratégias da educação básica previstas no PNE (2014-2024)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/50205/Michele%20Rodrigues%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoDireito à educaçãoCurrículoJustiça curricularRight to educationCurriculumCurricular justiceCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOA defesa do direito à educação e o currículo: quando seus caminhos se cruzamThe defense of the right to education, and the curriculum: when their paths intersectinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMichele Rodrigues de Oliveira.pdf.txtMichele Rodrigues de Oliveira.pdf.txtExtracted texttext/plain361505https://repositorio.pucsp.br/xmlui/bitstream/handle/22563/4/Michele%20Rodrigues%20de%20Oliveira.pdf.txt10565ad57c3517dc9479b9acd0909602MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam |
dc.title.alternative.eng.fl_str_mv |
The defense of the right to education, and the curriculum: when their paths intersect |
title |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam |
spellingShingle |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam Oliveira, Michele Rodrigues de Direito à educação Currículo Justiça curricular Right to education Curriculum Curricular justice CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam |
title_full |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam |
title_fullStr |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam |
title_full_unstemmed |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam |
title_sort |
A defesa do direito à educação e o currículo: quando seus caminhos se cruzam |
author |
Oliveira, Michele Rodrigues de |
author_facet |
Oliveira, Michele Rodrigues de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ponce, Branca Jurema |
dc.contributor.author.fl_str_mv |
Oliveira, Michele Rodrigues de |
contributor_str_mv |
Ponce, Branca Jurema |
dc.subject.por.fl_str_mv |
Direito à educação Currículo Justiça curricular |
topic |
Direito à educação Currículo Justiça curricular Right to education Curriculum Curricular justice CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Right to education Curriculum Curricular justice |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
This bibliographic research aims at understanding the propositional contributions of the right to education in the history of Brazilian education and in the movements of organized educators since 1932, associating them to curricular justice, considered as the result of the experience summed up along this process. To achieve this intent, this research scrutinized two concepts: the concept of education as a right and the concept of right to education, both related to the Brazilian reality and found in official documents and the available literature produced in the historic period spanning from the first Brazilian Constitution until the publication of the last PNE - National Plan of Education - (2014-2024). This study resulted in the first chapter. In the second, the research considered the documents written by organized educators in 1932 and 1959 (Manifestos) and in 1986 (Letter of Goiânia). From the analysis of these documents, the study proposes the identification of the principles that strengthened the right to education and shed light onto its actuality. These principles are highlighted in the General Recommendation nº 13, article 13 of the UN International Covenant on Economic, Social, and Cultural Rights. The following chapter brings up the concept of school curriculum originated in the schooling process instituted since the formation of the national states and proceeds discussing the ponderation made in face of that concept by the critical studies about the curriculum. The chapter goes on considering the National Plan of Education (2014 -2024) as the sum up of the experiences in defense of the Brazilian public education and the institutionalization of the culture of participative planning in the country's education, by means of the Education Conferences (CONAE). At this point of the research the National Plan of Education (2014-2024) is related to the school curriculum. The study also discusses the dimensions of curricular justice and its theoretical grounds, social justice and critical theory of curriculum. In its conclusion, the chapter presents the promising entanglements englobing curricular justice - knowledge, co-living and care - and the basic education strategies outlined in the National Plan of Education (2014-2024) |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-09-06T12:02:44Z |
dc.date.issued.fl_str_mv |
2019-08-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Michele Rodrigues de. A defesa do direito à educação e o currículo: quando seus caminhos se cruzam. 2019. 127 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22563 |
identifier_str_mv |
Oliveira, Michele Rodrigues de. A defesa do direito à educação e o currículo: quando seus caminhos se cruzam. 2019. 127 f. Dissertação (Mestrado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019. |
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https://tede2.pucsp.br/handle/handle/22563 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Currículo |
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PUC-SP |
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Brasil |
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Pontifícia Universidade Católica de São Paulo |
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