O currículo como construtor do desenvolvimento humano em sua integralidade: inovações e transformações

Abstract

This dissertation was developed in the Graduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM), in the research line LP2 - Educational Public Policies, Educational Practices and their Interfaces. It reflects on the emerging curriculum, involving innovations and transformations experienced in a Brazilian school. It aimed to understand how the curricular articulation took place, in its theoretical and practical dimensions, in a Brazilian school that conceived human development in its integrality. As theoretical devices, the following stand out: Gimeno Sacristán (1999, 2000, 2013); Gimeno Sacristán and Pérez Gómez (1998); Silva (2013); Moreira and Silva (2002); Pacheco (2014, 2015); Morin (2000, 2020) and Freire (1987, 2011). Based on a qualitative methodology, case study type and content analysis by Bardin (2016), semi-structured interviews were used to organize and carry out semi-structured interviews with former educators and former students of Escola Projeto Âncora through videoconference. From this research, the concept of curriculum is understood as a constructor of human development in its integrality, from the overcoming of a traditional/banking concept, understanding the emerging curriculum - in its theoretical and practical dimensions - as transdisciplinary, creative, active and in motion, favoring the construction of values and learning autonomy, involving the world, reality and subjects. It is expected that this dissertation will contribute to the improvement of new reflections and resignifications about curriculum, also encouraging research with different approaches and perspectives.