A reestruturação do currículo da rede pública municipal de ensino de Cascavel: um estudo crítico-interpretativo

Abstract

With the implementation of the National Common Core Curriculum, Brazilian federal, state and municipal systems should build and/or revise their curricula in line with the National Common Core Curriculum. As in other locations, the Cascavel Municipal Department of Education began a process of (re)evaluating its curriculum, implemented in 2008, based on Historical-Critical Pedagogy, Historical-Cultural Psychology and Historical-Dialectical Materialism. In view of this, the central aim of this research is to comparatively analyze the updated Curriculum for the Cascavel Municipal Public-School Network (2020), checking for elements that differ from the first version of the document (2008). We sought to identify, especially in the second version, the elements of adaptation to national legislation and the official guidelines expressed in the National Education Guidelines and Bases Law (LDB), as well as possible theoretical and methodological conflicts. Considering the importance of educators knowing the curricular proposals to which they are linked, the need to investigate school curricula, which are cultural and social artifacts, and the few studies involving the object of study in question, this research is justified as relevant not only for the municipality of Cascavel - PR, but for other professionals in the country linked to education. Methodologically, this research is bibliographical and documental, based on authors such as Saviani (2005, 2008, 2010, 2011, 2012, 2013, 2015, 2016, 2019), Duarte (2001, 2013, 2016), Duarte and Martins (2012), Passeron (2011), Frigotto (2017), Malanchen (2014, 2016), as well as other national researchers. We also used articles, books, dissertations, and theses related to the topic in question. The method of analysis chosen was Historical-Dialectical Materialism. Based on this framework, it is possible to identify the influences contained in the Curriculum and any contradictory aspects to the theoretical methodological orientation set out in the document