O PDE e a educação popular: a presença dos conceitos de educação popular e da pedagogia histórico-crítica nas produções do PDE/PR NRE/FB 2007 – 2016 – o caso do colégio LÉO FLACH de FRANCISCO BELTRÃO/PR

• Ano de defesa: 2019
• Autor(a) principal: Mocellin, Edna Goretti Menegatti
• Orientador(a): Castanha, André Paulo
• Banca de defesa: Castanha, André Paulo , Portelinha, Ângela Maria Silveira , Pereira, Maria de Fátima Rodrigues , Rech, Rogerio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Francisco Beltrão
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Ciências Humanas
• País: Brasil
• Palavras-chave em Português: Educação Popular; Formação de Professores; Pedagogia Histórico-Crítica; Programa de Desenvolvimento Educacional
• Palavras-chave em Inglês: Popular Education; Teacher training; Historical-Critical Pedagogy; Educational Development Program
• Área do conhecimento CNPq: CIÊNCIAS HUMANAS:EDUCAÇÃO
• Link de acesso: http://tede.unioeste.br/handle/tede/4846

The presente research was developed in the Research Line: Society, Knowledge and Education, of the Postgraduate Program in Master Education, of UNIOESTE, Francisco Beltrão campus, and analyzed the program of continuing education of teachers of the State, known as PDE/PR . The PDE began its formation in 2007 and the entrance of the last class was in 2016. During this period, eight groups were constituted wich served approximately fifteen thousand teachers. The training lasted two years each class, and in the firts year the teachers were completely absent from school activities, returning to universities to study general education and specific subjects, according to the area of knowledge. During this period, the teachers elaborated an intervation project and prepared a didatic production. In the second year, the absence was twenty-five percent of the workload, and teachers were asked to perform the intervation in the first semester and produce an article summarizing their participation in the program. Altogether, the PDE generated approximately thirty thousand texts, which are available on the SEED/PR Education Day to Day Portal. In the investigation we address issues related to teacher training in Brazil and Paraná, focusing the analysis on the disputes over the control of this training and seeking verify how was the teachers training, focused on Popular Education. We conducted the survey and analysis of the PDE guiding documents and the investigation of the production of PDE teachers at the state level of the Francisco Beltrão Regional Education Center – NRE/FB and the production of the PDE teachers, who implemented the intervention Project at Léo Flach School. We use bibliographic studies, documentar sources, questionnaires and interviews. Considering the theoretical and methodological assumptions that grounded the State Education Guidelines and the critically based PDE Program, we surveyed the synopsis notebooks of PDE productions from the following concepts: popular education, public school, continuing education, Historical-Critical Pedagogy, popular classes, education and emancipation. To our surprise, the appearence of these concepts was little. Given this, we asked: if the program was configured within a theoretical-critical conception, why and/or how the words that caracterize a popular education, aimed at the popular classes, appeared so little in the summaries of PDE productions and articles from around the whole state? Although the appearence of the concepts in the summaries of the productions in the general scope was scarce, we found, when we analyzed the didatic productions and the complete final articles produced by the PDE teachers and implemented at the Léo Flach School, that they were presente. This demonstrated the teachers’ concern with the social purpose of school content, providing students with access to the scientific knowledge necessary for the emancipation of the popular classes. The research revealed that the formation implied a new attitude of the teacher from the developed works, in relation to the content and the society, where the school knowledge became theoretical-practical, contributing to the understanding and the social transformation.