O Processo de Institucionalização e Implementação da Pedagogia Histórico-Crítica na Rede Municipal de Ensino de Cascavel - PR (2008-2020)

Abstract

This research is situated in the field of the History of Education, and its object of study is the Currículo para Rede Pública Municipal de Ensino de Cascavel - PR (Curriculum for the Municipal Public Education Network of Cascavel - PR), published in 2008 and reformulated in 2020. The relevance of this study is to understand how the theoretical basis of this curriculum proposal is conceived and implemented and how it influences pedagogical practice. The central objective, therefore, was to analyze the extent to which the process of institutionalization and implementation of Historical-Critical Pedagogy (PHC, acronym in Portuguese) materializes in the pedagogical practice of teachers from the Municipal Public Education Network of Cascavel - PR, in an attempt to approach counter-hegemony, analyzing the contradictions and possibilities experienced in the educational context of this municipality. Methodologically, this is a qualitative, bibliographical, documentary, and field study, with the application of a questionnaire to a group of teachers with more than 15 years of experience. The sources include the curriculum of Cascavel - PR, the PHC, the Historical-Cultural Theory (THC, acronym in Portuguese), the Base Nacional Comum Curricular - National Common Curriculum Base - (BNCC, acronym in Portuguese) and academic productions available on the Portal of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Coordination for the Improvement of Higher Education Personnel - (Capes, acronym in Portuguese) and the Biblioteca Digital de Teses e Dissertações - Digital Library of Theses and Dissertations - (BDTD, acronym in Portuguese). These sources were strategically selected since they are related to the theme of PHC, supported by the theoretical-methodological contributions of Historical Dialectical Materialism (MHD, acronym in Portuguese). The dissertation is organized into three chapters: the first contextualizes PHC and THC in Brazil; the second investigates the process of institutionalization and implementation of the curriculum in Cascavel - PR based on PHC, as well as its revision for alignment with the BNCC; and the third explores the perceptions of education professionals about the process of institutionalization and implementation of PHC in Cascavel - PR. The results of the survey indicate that although some teachers have theoretical knowledge of PHC, many have difficulties in implementing these principles in practice. Notably, there is a tension between PHC and the BNCC guidelines. This tension manifests itself as a challenge for educators, who are forced to navigate between two distinct educational paradigms that are often considered irreconcilable in their pedagogical practices.