CRITICAL HISTORICAL PEDAGOGY AND NEOLIBERAL APPROPRIATION

the contradiction in educational policies in the municipality of Maringá-Pr

Abstract

This study aims to analyze the theoretical assumptions of the Municipal Education Curriculum of Maringá-PR, relating its organization and systematization according to the theoretical basis that underlies it. The research questions whether there is coherence between the Maringá Municipal Education Curriculum and the Historical-Critical Pedagogy and the Historical-Cultural Theory, which support the document. This is a theoretical and documentary study that adopted as a reference for the treatment, discussion and exposure of data the critical analysis of documents, considering the interaction between policies, their implementation and the context of society, as pointed out by Shiroma, Campos and Garcia (2005 ). Confronting the assumptions of Dermeval Saviani's Historical-Critical Pedagogy and the Historical-Cultural Theory of the Vigotski school, with the “Curriculum of Municipal Education in Maringá: Early Childhood Education and Early Years of Elementary Education” (MARINGÁ, 2019), the main document that represents the educational policy of the municipality, we found that there is no supposed theoretical coherence. Although the Curriculum has been discussed with a significant number of teachers and scholars in the pedagogical area, we understand that there is a difficulty in implementing the critical and transforming pedagogical proposal in a society governed by capital, which constantly needs to train citizens to serve the interests of capitalist society. , apparently assuming a positivist logic of neutrality, being insufficient for a rupture discourse.