“Reciclagem das políticas curriculares”: Implicações do aterro sanitário em escolas da Rede Municipal de Duque de Caxias

• Ano de defesa: 2019
• Autor(a) principal: Castro, Rita de Cássia da Silva
• Orientador(a): Borges, Verônica
• Banca de defesa: Dias, Rosanne Evangelista , Caetano, Marcio Rodrigo Vale Caetano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Cultura; Jardim Gramacho; Abordagem do ciclo de políticas; Política curricular; Culture; Duque de Caxias, RJ; Policy cycle aproach; Curriculum policy
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/16558

According to the investigation done by this research, I argue that there are cultural processes that also go through the Jardim Gramacho’s landfill shutdown in 2012) and that remain exerting a major impact in the neighborhood located in the first district of Duque de Caxias. Therefore, th is work focuses on understanding the cultural processes accessed through curriculum documents produced in municipal schools located in the region. From authors like Lopes, Macedo, Hall, Appadurai, I point out that there is a process of mutual action betwee n subjects and culture, from the reflection on cultural identities, neighborhood/location, multiculturalism, cultural hybridity and context. Another aspect investigated in different curriculum texts were the possible readings of cultural formations in the locality. During the investigation process, I question the importance of the local cultural approach in the curricula produced in schools and its potential for the significant construction of knowledge I use Stephen Ball's policy cycle approach to emphasi ze cyclical and interdependent interaction between contexts. Thus, curricular documents of the Duque de Caxias Education System are analyzed like the Pedagogical Political Projects of three schools located in the aforementioned neighborhood. As final consi derations I point to the existance of a “policy cicle of Jardim Gramacho municipal schools”. Through its interrelation between the curriculum policies proposed by the Duque de Caxias Educational System and the policies built in schools recontextualized and resignified in a cultural perspective.