Sonia Aparecida Faleiros Almeida
REFERENCE: ALMEIDA, Sonia Aparecida Faleiros. POLÍTICAS DE CURRÍCULO: O ENSINO DA LÍNGUA PORTUGUESA EM UM MUNICÍPIO DO SUDOESTE GOIANO. 2015. 136 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2015.
AUTHOR: Sonia Aparecida Faleiros Almeida
TITLE: CURRICULUM POLICIES: PORTUGUESE LANGUAGE TEACHING IN GOIAN SOUTHEAST (POLÍTICAS DE CURRÍCULO: O ENSINO DA LÍNGUA PORTUGUESA EM UM MUNICÍPIO DO SUDOESTE GOIANO)
ADVISOR: Prof. Dr. Ari Raimann
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training
DEFENSE DATE: 08/29/2015
ABSTRACT:
This research focuses on Curriculum Policies: the teaching of the Portuguese Language in basic education in Jataí-GO. The guiding question of the research was thus defined: How is the teaching of Portuguese Language being developed in schools of the municipal network of Jataí-GO? The research is justified considering that Portuguese language teaching has been in the curriculum since basic education, and its form has been diversified in its different stages, often proving to be inefficient. It is also emphasized that there is no data on how the teaching of Portuguese Language is developed in Jataí. The general aim of the research was: to investigate the teaching of Portuguese Language within the curriculum policies for basic education in Jataí-GO. The documentary research, with a qualitative approach, used official documents about the curriculum and Portuguese language lesson plans of the municipal system. A theoretical framework was developed to support the analysis of the collected data and this prioritized elements of critical curriculum theory. The study shows that the Portuguese Language lesson plans of the municipality of Jataí follow the guidelines of the national documents and the Reference Curriculum of the Goiás State Education Network. As a result, the research shows that the development of the Portuguese Language curriculum in the municipal system, According to the analyzed documents, there's a perspective of social and cultural reproduction, since there is no evidence in the plans that teachers work towards the political formation of the student or his emancipation, much less the construction of contextualized and historical knowledge.
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