Conteúdos locais na proposta pedagógica curricular de Pato Branco/PR: uma análise sobre adequações curriculares a partir da BNCC e RCP-CREP/PR

Abstract

This dissertation is part of the research line "Society, Knowledge, and Education" of the Master's Degree Program in Education at Unioeste, Francisco Beltrão campus, and was developed with the support of studies and participation in the Research Group "Representations, Spaces, Times and Languages in Educational Experiences" - RETLEE. It is the result of research that addressed the relationships between national curriculum policy, the State of Paraná, and the municipality of Pato Branco, based on the curricular reforms initiated with the approval of the National Common Curricular Base (BNCC), developed in the Curricular Reference of the State of Paraná (RCP), in the Curriculum of the State of Paraná, and finally in the Curricular Pedagogical Proposal (PPC) of Pato Branco. State guiding documents are understood as direct references for the organization of curricular proposals for municipal education systems in Paraná and the schools integrated into them. The objective of the research was to analyze the presence or absence of local content in the PPC of the municipal network of Pato Branco, specifically in the early years of Elementary Education in the History curricular component. Thus, the research aimed to identify how the curricular organization of the PPC in Pato Branco was carried out, whether there was only a reproduction of the curricular contents of the state guiding documents or whether there was an inclusion of local content that could manifest its own relationships with the social and cultural reality of the municipality. The research also aimed to discuss the BNCC and RCP-CREP as guiding curricular policies for states and municipalities, to analyze the existing relationships between BNCC, RCP-CREP, and the PPC of Pato Branco, to show how these propositions are made, and to systematize which and how local content was incorporated into the PPC regarding the early years of the History curricular component. The qualitative approach to documentary research consisted of analyzing the documents based on the procedures of Textual Discursive Analysis (TDA), which underpin the curriculum policies at the national, state, and municipal level, as well as other complementary documents such as laws, deliberations, resolutions, and normative instructions. The theoretical reflections dialogued with contributions from authors in the areas of school education, educational policy, curricular policy, curriculum, school knowledge, teaching, among others, such as representatives of contemporary discussions, which lead to an understanding of how curricular reforms in Brazil, in recent decades, have played a significant role in centralizing, standardizing, and controlling the educational process. The dissertation expressed concern about the inclusion or exclusion of local content, as they play an important role in the History curriculum, in the teaching and education of students. Given that, the research found the absence of local content, understood as those included in the PPC of Pato Branco, beyond those established by the reference curricular documents. The PPC, which aims to guide the pedagogical and curricular practices of the schools in the municipal education network of Pato Branco, was limited to providing didactic guidelines based on the characterization of a new category of organization of curricular prescription, the "Didactic Propositions", which may result in the teaching of curricular components that are superficial or insufficiently in-depth in relation to the social and cultural context of the students. Thus, the dissertation problematized that the inclusion of local content in the PPC of Pato Branco would contribute to a more contextualized and meaningful teaching, suggesting a contribution to the formation of critical citizens, knowledgeable about the place where they live.