As diretrizes municipais de educação em Araucária-Paraná: uma análise a luz da pedagogia histórico-crítica

Abstract

The research deals with the Municipal Education Guidelines of the Municipality of Araucária – PR and its process of implementation and/or institutionalization of Historical-Critical Pedagogy based on the documents of 2004 and 2012. Thus, the problem of this research was formulated as follows: What are the challenges for the implementation of historical-critical pedagogy for teachers of the municipal education network of Araucária/PR in view of the established policies? In accordance with the problem, the following general objective is established: To investigate the Municipal Education Guidelines (2004 and 2012) of Araucária and the presence of historical-critical pedagogy in these documents. To this end, the specific objectives are: To analyze the appropriation of historical-critical pedagogy as a theoretical alternative to the guidelines; to examine the social transformations in Brazilian education and their interference in the educational act; to investigate the conditioning factors and difficulties in recognizing the pedagogical conception in the implementation of teaching work. With this aim, bibliographic research was carried out reporting the studies and research of the authors: Dermeval Saviani (2006, 2008, 2011, 2013, 2019, 2020, 2021), Newton Duarte (2016, 2020, 2022), Roberto Leher (1999, 2019), Tiago Nicola Lavoura (2019, 2020), Luiz Fernandes Dourado (2019), Ana Carolina Galvão (2019), Lígia Marcia Martins (2019), Paulino Orso (2013, 2021, 2023), and authors participating in the HISTEDOPR study group. Among the documents consulted, we can mention: the Federal Constitution of 1988, the Law of Guidelines and Bases of National Education – LDBEN 9.394/96, Law No. 3.468/2015 – BNCC, Municipal Education Guidelines 2004 and 2012, Reference Planning 2016, Curricular Organization 2019 and Reference Planning 2021. The methodology that underpins the research is documentary analysis and elements of historical materialism, when contradictions and historical conditioning factors are pointed out. The investigation carried out infers that, in Araucária, the process of institutionalization of historical-critical pedagogy occurred through official documents that subsidize teaching, but that due to antagonistic forces, originating from the neoliberal vision of education, it is evident in the updating of the documents based on the BNCC that historical-critical pedagogy was disappearing from the official language of the Municipal Department of Education through the documents issued.