RELAÇÃO ENTRE PRESSUPOSTOS TEÓRICOS, CURRÍCULO E  ORGANIZAÇÃO DO ENSINO

Marta Sueli de Faria Sforni; Maria Sandreana Salvador da Silva Lizzi

doi:10.1590/SciELOPreprints.2401

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Marta Sueli de Faria Sforni Universidade Estadual de Maringá https://orcid.org/0000-0002-9614-2075
Maria Sandreana Salvador da Silva Lizzi Instituto Federal do Paraná - Câmpus de Pitanga

DOI:

https://doi.org/10.1590/SciELOPreprints.2401

Keywords:

currículum, pedagogical poli, pedagogical polity project, teaching organization, historical and dialectical materialism, historical and cultural theory

Abstract

Theoretical foregroundings, methodology and assessment processes are required for the preparation of school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. Current paper, a section of a research qualitative, evidences the relationship between the prescribed curriculum and teaching activities. Field data for the research have been collected by a study group integrated by teachers involved in the elaboration of a curriculum proposal based on Historical and Dialectical Materialism, Historical and Cultural Theory and Historical and Critical Pedagogy. Results show that teachers´ participation in the elaboration of curricula and PPPs favors discussions on the articulations of such studies coupled with pedagogical practice. This causes the need to investigate teaching activities that may be derived from the curriculum´s basic concepts.