Dos pressupostos ao planejamento e organização do trabalho pedagógico: um documentário da narrativa da escola classe 16 de Planaltina-DF

Abstract

This research aims to investigate how the assumptions of historical-critical pedagogy, presented in the Distrito Federal Basic Education Curriculum, are presented in the pedagogical work of the Escola Classe 16 in Planaltina-DF and contributes to the constitution (in formation) of political identity of the school. Based on this premise, I turn to qualitative research in the pretension of answering the following question: how critical-historical pedagogy, as a theoretical-methodological basis of the Distrito Federal Basic Education Curriculum, is presented in the pedagogical work described in the political project of the Escola Classe 16 in Planaltina-DF and in the perception of its actors? In order to answer this questioning, the work has as a research strategy the narrative research, using as data of analysis the narratives present in the political-pedagogical project of the school of the year 2018 and the oral narratives of the actors involved in the process of restructuring the same instrument from semi-structured interviews and observations. In addition to the narratives of the school actors, the data corpus consists of some documents: Basic Education Curriculum: theoretical assumptions, Pedagogical Guidelines: political-pedagogical project and pedagogical coordination in schools and National Curricular Guidelines for Basic Education. The research showed little domain of historical-critical pedagogy by the school community of the Escola Classe 16 in Planaltina-DF. For this reason, the study from started a deeper analysis of curriculum and political-pedagogical project to identify the presence of this pedagogic in the pedagogical work of the school. Based on this study, it was possible to identify some approaches to historical-critical pedagogy, such as the understanding of the social function of the school, the role of the teacher and the importance of teacher training for a critical education. However, from the collected narratives, the need for more effective teacher training was observed in order to understand the concepts and meanings that permeate critical-historical pedagogy, the curriculum and the political-pedagogical project, which remain imprecise. These analyzes resulted in the construction of a documentar video and a pedagogical guide made from the narratives of the Escola Classe 16 in Planaltina-DF, in order to support the planning and organization of the school’s pedagogical work.