As incoerências entre a Pedagogia Histórico-Crítica e o Programa a União Faz a Vida na Educação Infantil de Cascavel-PR

Abstract

This dissertation presents the results of a study related to the field of History of Education. It focuses on the *A União Faz a Vida* (Unity Creates Life) Program and the *Cooperação na Ponta do Lápis* (The Pencil Tip Cooperation) Project, educational initiatives by the Sicredi Foundation that are implemented in the municipal public school system of Cascavel, Paraná. The guiding research question: Is the public-private partnership established between the municipal government and the Sicredi Cooperative, through the *A União Faz a Vida* program and the *Cooperação na Ponta do Lápis* project, consistent with the Municipal Curriculum? The hypothesis is that the project-based methodology used by the Sicredi Foundation’s educational programs diverges from the work of the school system, which should be guided by the Cascavel Municipal School System Curriculum - a curriculum grounded in Historical-Dialectical Materialism, Historical-Cultural Theory, and Historical-Critical Pedagogy. The overall objective was to analyze the discrepancies between the educational proposal of the *A União Faz a Vida* Program and the Early Childhood Education Curriculum of Cascavel, PR. In this regard, the study sought to analyze, from the perspective of State Reform, the effects on education resulting from the opportunities provided for corporate institutes and foundations to operate, as well as the network of influence they exert on public educational policies. The criticism of the business sector’s involvement in education is grounded in Historical-Critical Pedagogy, based on its conception of the school, the curriculum, and human development. Concerning methodology, a bibliographic and documentary study was conducted, grounded in the theoretical framework of the dialectical materialist method. As a result, it was found that public-private partnerships in education contribute to the erosion of the public school's identity and affect education aimed at individual emancipation by shifting the focus away from teaching and putting the teacher's importance into perspective.