A educação integral nos documentos da Proposta Curricular de Santa Catarina: permanências e transformações à luz da teoria histórico-cultural

Abstract

This master's thesis, developed in the Teacher Training: Educational Knowledge and Practices line of the Graduate Program in Education at the Federal University of Fronteira Sul (UFFS), is affiliated with the Vigotski School Study and Research Group and the matrix project: Human Development and Education from a Historical-Cultural Perspective. Its object of investigation is Integral Education in the documents of Proposta Curricular de Santa Catarina (PCSC), whose main theoretical and methodological contribution has, over the years, been to assume integral education as a prerequisite for broadening perspectives on integral human formation in schooling processes within the scope of basic education. In this context, the present study revisits the PCSC documents on integral education, with a view to highlighting the theme and formats adopted in the historical process between 1991 and 2020, contributing to the recovery of the debate on integral education in the state of Santa Catarina nowadays, with a view to generating critical dialogue and creating possible paths for integral full-time education based on the Vigotskian principles assumed by the document itself. It is in this context that the aim of this research lies, which seeks to investigate, analyze, and discuss: How is Integral Education understood and transformed throughout the documents of Proposta Curricular of Santa Catarina? The main aim is to analyze how integral education is presented in different PCSC documents from 1991 to 2020, and specific aims: to conceptualize Integral Education based on the literature on the subject; to highlight integral Education within the scope of HistoricalDialectical Materialism (HDM) and Historical-Cultural Theory (HCT); to discuss the PCSC documents within the regard of Integral Education. The concepts of Integral Education are analyzed from a historical-cultural perspective for two main reasons: i.) this perspective makes substantial contributions to teaching, learning, and human development, especially by considering the subject as a social being and culture as its historical production; ii) it has been, since the first PCSC document, the main theoretical and methodological basis. Based on a bibliographic and documental approach, this research was organized, in procedural terms, under the strategy of content analysis according to the stages proposed by Minayo (2001), oriented towards: a) pre-analysis, b) exploration of the material and processing of the results, c) inference and interpretation. In this regard, the research effort carried out made it possible to compile the material, with the bibliographic reference being the matrix, particularly on the theme of integral education in Marx and Gramsci, and commentators, scholars of the theme, such as: Newton Duarte, Ligia Marcia Martins, and Juares da Silva Thiesen. Within the scope of Vigotski and collaborators' THC (Duarte, Martins, Saviani, Libâneo, Thiesen, Frigotto, Arroyo, and others) who think about education based on more recent Marxist principles; PCSC documents between 1991 and 2020, the exploratory study of the material, whose analytical treatment resulted in interpretation and inference. Among the results achieved, it should be noted that the 1991 document is aligned with a critical-transformative perspective, affirming the integrality and historicity of the human being as the horizon of school education, from a Gramscian and Vigotskian perspective. The documents from 1998 and 2005, despite the intellectual effort to maintain the theoretical and methodological basis of a critical-transformative perspective, are crossed by contradictions arising from hegemonic disputes in the field of education, revealing the tension between the defense of an integral education, inspired by references from historicalcultural theory, and the pressure of educational policies aligned with neoliberal logic. The 2014 document also shows an attempt to revive dialogue with critical references and an intention to enhance cultural diversity, but this ends up being diluted in generic formulations that are poorly articulated with a solid conception of knowledge. This logic, however, changes in the most recent documents relating to preschool education, elementary school (early and late years) from 2019, and high school from 2020, in the state of Santa Catarina, as a result of adjustments made by the PCSC to the Base Nacional Comum Curricular (BNCC), which is generally associated with liberal perspectives on education aligned with market demands that assign schools the task of developing the skills and competencies required by such a societal logic. In this regard, I conclude that it is necessary to continue studies, expanding the relationship between guiding documents and pedagogical organization in schools, as a way of clarifying processes and strengthening the struggle for effective critical-transformative integral education.