CURRÍCULO EM AÇÃO : IMPLICAÇÕES NA CONSTRUÇÃO DE UMA ESCOLA DEMOCRÁTICA
Democracia
Currículo
Escola democrática
Professores como intelectuais transformadores
Curriculum
Democratic school
Teachers as intellectuals transformers
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Abstract
This research has as object of study the action of the school curriculum in Liberdade, a public
institution of the municipal system of education in Cuiaba, Mato Grosso, and aims to
critically examine the social and educational artifact. This curriculum offers the opportunity to
purchase involved knowledge, values, experiences that enable the experience of democracy
for criticism? As this experience takes place? From these and other questions that practices
such analysis, pointing out some possibilities and obstacles to building a school and, by
extension, of a democratic society. The route methodological commitment is characterized by
a case study of type ethnographic, supported by the triangulation of data, collected by the
recurrence of three investigative tools - observation, examination of documentary sources
written and ethnographic interviews in order to protect the scientific rigor and answer
questions to the whole of the research. The theoretical framework and practical build on some
of the biggest specialists in critical contemporary curriculum, such as Michael W. Apple,
Henry A. Giroux, Antonio Flávio B. Moreira, among others. To build it, it is the works of
Antonio Gramsci and Paulo Freire, and others, including some of its interpreters. Among the
issues focused, there are the categories which form part of an "extended state", in which the
dispute between the project company is also evident within the school, whereas the
curriculum in action can confirm or present evidence of that develops with a view to
overcoming the current project of society in that it enables progress in understanding and
discernment of the principles that guide and reflect the theoretical and methodological of each
proposal. Take action in the curriculum as the school's policy, requires an understanding that
is not isolated from the broader aspects and elements of society and education, thinking it
before, and conditional on the other hand, having the capacity to influence the way and the
horizon that intellectuals play in their practice. Design that is in the joints and the
empowerment of the public, particularly the professionals participating in the school which is
the research and who are allowed to be themselves the subjects they think, organize and put
into action the unit and its school curriculum. The research points to progress toward building
a shared power in school management and a less vertical relationship between those involved.
However, reveals difficulties in the processing of the curriculum in action in order to
reconcile the freedom, responsibility, the spontaneity and the need to offer students the early
years of elementary school sound knowledge that they make possible a consistent training and
critical.
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Document type
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Subject(s)
Política educacionalDemocracia
Currículo
Escola democrática
Professores como intelectuais transformadores
Curriculum
Democratic school
Teachers as intellectuals transformers
CNPQ::CIENCIAS HUMANAS::EDUCACAO