Sentidos de currículo nos projetos político-pedagógicos de escolas da rede municipal de ensino de João Pessoa/PB

Abstract

This thesis is part of the curriculum epistemological field and has the objective of analyze the curriculum‘s meanings in political-pedagogic projects (PPP) on Municipal Schools of João Pessoa / PB and the joints with the discourses on the national curriculum policy documents, considering the curriculum as space-time border and enunciations of different directions. To guide this research, we formulated some questions that have become the structural axis of its trajectory: What is meant by the curriculum? What does it mean the curriculum of schools in the Municipal Network of Education João Pessoa? Which senses that the curriculum takes in the PPP Schools Municipal Network of Education João Pessoa? The curriculum senses on schools of the Municipal João Pessoa education are articulated to the discourses of the national curriculum policy? It is a work based on the analysis of the discourse Theory of Ernesto Laclau and Chantal Mouffe, which presents theoretical interactions with studies Joanildo Burity and Daniel Mendonça, in addition to theoretical and epistemological bases of authors on the curriculum field such as: Tomaz Tadeu da Silva; Antônio Flávio Moreira; Zuleide Maria da Costa Pereira; Alice and Elizabeth Lopes Macedo. Were considered as corpus of the research the political-pedagogical projects from nine schools of the Municipal Network of João Pessoa and twelve documents of national curriculum policies, including the LDB 9394/96, National Curriculum Parameters 1st to 4th grade, General Curriculum Guidelines for Basic Education and Curriculum Guidelines for the Nine-Years Primary Education. As reading and analysis facilitator of the documents we used one of the technological tools of Corpus Linguistics, WordSmith Tools software, 6th version, from which it was possible to investigate significant and addresses of these as drivers of curriculum senses of PPP and national curriculum documents. We found that the curriculum senses on schools of the Municipal education are articulated to the discourses of the national curriculum policy, highlighting the legal requirements as direction settings attempts, but in the same articulation chain, were visible other discourses, which are reinterpreted in within schools, which reinforces the theory that the curriculum senses of schools of the Municipal João Pessoa education are manifold, constituting a hybrid process.