A trajetória da educação e da Pedagogia Histórico-Crítica na rede pública municipal de Araucária/PR: lutas e disputas

• Ano de defesa: 2021
• Autor(a) principal: Justina, Verieli Della
• Orientador(a): Orso, Paulino José
• Banca de defesa: Orso, Paulino José , Mata, Vilson Aparecido da , Malanchen, Julia , Gonçalves, Sebastião Rodrigues
• Tipo de documento: Dissertação
• 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
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Educação pública; Pedagogia Histórico-Crítica; Município de Araucária/PR
• Palavras-chave em Inglês: Education; Historical-Critical Pedagogy; School Education; City of Araucaria-PR
• Área do conhecimento CNPq: Educação e Sociedade
• Link de acesso: http://tede.unioeste.br/handle/tede/5680

This masters research on Education develops itself around the experience in institutionalization of the Historical-Critical Pedagogy (HCP) in the city of Araucaria-PR, having the intention of analyzing the documents elaborated for the city’s public education, its trajectory and the contradictions around that attempt. Presenting, on the first chapter, the main pedagogic theories throughout Brazil’s history of education, the critic-reproductive theories and the appearance of Historical-Critical Pedagogy as an alternative theory in the quarrel for transformation of reality. In the second chapter, we approach Historical-Critical Pedagogy in the city of Araucaria, Municipal Guidelines elaborated from 1992, published between 2004 and 2012, and the Municipal Plans of Education from 2008 and 2015. On that same chapter, we also approach the moment of enactment of the National Curriculum Common Base (NCCB) as a national project of dismantlement of the public education and its impact in the teachers’ work. On the third chapter we look for identifying the movements organized by the education workers of the city, as of the formation of the Syndicate of Municipal Teachers from Araucaria and the Forum in Defense of Public Schools, and the thinking about the consequences of those movements, pointing to elements of experimentation on the institutionalization of the Historical-Critical Pedagogy in the city, to identify progress and challenges, approximations and distancing, in defense of formal education of quality to the children of the working class.