Curricular Project in Santa Catarina, Brazil: historical-political approach on its development

dc.creator	Wanderléa Damásio Maurício
dc.creator	José Raul Staub
dc.creator	Juares da Silva Thiesen
dc.date	2011-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:57Z
dc.date.available	2015-07-20T22:09:57Z
dc.identifier	1517-9869
dc.identifier	1981-8106
dc.identifier	https://doaj.org/article/e7a7bee47436422dba7602d62f98fdbe
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13241
dc.description	The article presents the first results of a research which analyzes the scholastic implications resulting from the implementation of the Curricular Project in the public school system of Santa Catarina – a study in progress at the Center of Education of the Federal University of Santa Catarina – UFSC. In the text, developed through an exploratory work, the authors describe and analyze the historical-political development of the Curricular Project in its first stage of discussion and systematization, in the late 80’s and early 90’s. To be able to accomplish this theoretical task, the work done identifies aspects of the relationship between the social and political context in Brazil and the scholastic movement of Santa Catarina which originated the formulation of the Curricular Project and highlights the implications of curricular thought that, in the 80’s and 90’s applied its hegemony on the discussions of this field in the country. In this article, the first conclusions of this stage of the research are presented, among which the following deserve special attention: a) the motivation which generated the formulation of the Curricular Project had a strong relationship with the Brazilian social and political reality in the late 80’s;b) the formulation of the Project was not included as a topic for discussion in the syndical movements of that time – it happened due to the initiative taken by the Secretaria de Estado da Educação (State Office of Education); c) even though the authors of the Project made a choice for a well defined theoretical conception, there was no deepening about the field of curricular theory. The arguments presented in the text are supported by the literature, in official documents, and even in the books that constitute the Project themselves.
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.publisher	Education Departament and Post-Graduation Program in Education of Biosciences Institute of São Paulo State University
dc.relation	http://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/4227/4079
dc.relation	https://doaj.org/toc/1517-9869
dc.relation	https://doaj.org/toc/1981-8106
dc.source	Educação : Teoria e Prática, Vol 21, Iss 37, Pp 113-134 (2011)
dc.subject	Curricular Project
dc.subject	State
dc.subject	Education
dc.subject	Politics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Curricular Project in Santa Catarina, Brazil: historical-political approach on its development
dc.type	article