Globalização e educação: sobre a reforma curricular brasileira da década de 90

• Ano de defesa: 2001
• Autor(a) principal: Rocha, Silvana Heidemann
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Curitiba; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Escolas públicas; Globalização - Aspectos sociais; Educação e globalização; Public schools; Globalization - Social aspects; Education and globalization
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/1325

This work analyses the Brazilian federal government attempts to redefine the Public Educational System purposes, as a social institution, after the changes happened (international and national levels) in the productive, cultural and political sites, as a result of the economic globalization and the ideology of liberalism which are presented as a concrete reality in the contemporary scenery. This investigation focused the international context of the seventy and ninety decades of the twentieth century; the national environment related to the Brazilian educational curriculum reform; the process of the elaboration of the National curriculum parameters and the backgrounds in which the parameters are based. This research aimed to verify how the social changes influenced the redefinition of the goals of the public educational system. Besides this, it was examined which were the leading concerns linked to this redefinition and how these concerns defined the curriculum references. Through this research it was proved that the redefinition of the public educational system cannot be conveyed through a very restrict group of professional leaders. The community which gives academic and economic support to the public educational system must be involved in order to discuss the process of the redefinition. It was also verified that the accomplishment of the new curriculum proposal is linked to several significant issues that cannot be fulfilled only through the good will of the professionals who were in charge of the execution of the new parameters in the classrooms. The National Curriculum Parameters discourses are easily optimistic, assuming that the implementation of the new proposal will be an easy task for these professionals. Opposed to this optimistic and naïve view, this analyses assumes that a curriculum reform cannot be implemented as a simple result of the good governmental intention, which can be real or rhetorical.