O processo de implementação do currículo escolar na cidade de Presidente Prudente a partir da Pedagogia Histórico-Crítica

• Ano de defesa: 2023
• Autor(a) principal: SHIMBATA , Luciana karina Prampero
• Orientador(a): Shimazaki, Elsa Midori
• Banca de defesa: Francisco, Marcos Vinicius , Viotto Filho, Irineu Aliprando Tuim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: Educação escolar; Currículo; Políticas públicas; Pedagogia Histórico-Crítica; Curriculum; Public policy; Critical Historical Pedagogy
• Palavras-chave em Inglês: School education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1522

This research linked to the research line Public policies in education, educational practices and diversity, the research group State, Educational Policies and Democracy (EPED), from the Graduate Program in Education at Universidade do Oeste Paulista (UNOESTE) sought to perform a study about the construction and implementation of the EI and PE school curriculum in Presidente Prudente/SP with the aim of presenting the limits, possibilities and setbacks of this process. Dialectical Historical Materialism was used as a method, having as support and instruments for data collection the bibliographical and documental research, the oral history, the semi-structured questionnaire applied with the teachers of the municipal network and the semi-structured interviews carried out with the organizers of the material that was studied. The research assumes that education is fundamental for the formation of a critical and conscious human being, capable of transforming the social reality in which they are inserted. For that matter, it is understood that schools should provide access to systematized knowledge and public educational policies need to prioritize education for all, quality education that enables social transformation, based on the appropriation of knowledge historically constructed by humanity. By critically analyzing the process of construction and implementation of the school curriculum within the historical-critical and cultural perspective in Presidente Prudente the intellectual effort of the collective of professors and specialists is observed, those who carried out studies and research with a view to overcoming the conception of education reductionist, basic, immediate and instantaneous that aims to form a mass focused on the labor market, without awareness of their rights and duties, a fact that did not meet the interests of capital and culminated in the revocation of the curriculum produced.