EDUCATION AND POVERTY: DIALOGUES ON PEDAGOGICAL PRACTICE AND
CURRICULUM IN FUNDAMENTAL EDUCATION
Name: HADASSA DA COSTA SANTIAGO BREMENKAMP SPERANDIO
Publication date: 17/09/2019
Advisor:
Name |
Role |
|---|---|
| RENATA DUARTE SIMOES | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| ITAMAR MENDES DA SILVA | Internal Examiner * |
| MARLENE DE FÁTIMA CARARO | Internal Examiner * |
| RENATA DUARTE SIMOES | Advisor * |
Summary: The research aims to understand the historical-social constitution of poverty in
relation to education, with emphasis on pedagogical practice and curriculum,
fostering debate in a formative context of teachers from Cariacica/ES. It understands poverty as a complex, structural and multifaceted phenomenon, the result of a historical course that has promoted the social disqualification of a large part of society to the detriment of the privileges of a ruling class. It uses research already conducted to observe the impacts of poverty on students' learning processes and the importance of the Programa Bolsa Família as a social policy of income transfer to families that are in the poverty and extreme poverty line, considering the contributions of conditionality education for the improvement of the school trajectory of children. Noteworthy are the perceptions of the social function of the school, when it contributes to the critical and problematizing formation of reality, allowing the subjects an understanding that goes beyond the hegemonic discourses about poverty, which disseminates the moralizing and naturalizing views of this social
condition. It uses authors Arroyo (2012; 2013, 2016; 2017), Saviani (2011; 2012; 2013) and Freire (1969; 1996; 2005) to ground the debate on the historical production of poverty, social inequality, public policies, on socialfunction of the school and on dialogical relations in educational contexts. With a qualitative approach, it bases actions on the assumptions presented by action research, organizing a formative context with education professionals in the municipality of Cariacica/ES, through the Extension Course Pedagogical practice and curriculum in the discussion of poverty in teaching fundamental. With a semi-presential character, the formation promotes debates on the themes related to poverty, social inequality, education, Human Rights, the Programa Bolsa Família and education conditionality, contributing to the reflection on the possibilities of dialogue with the curriculum and pedagogical
practice in this context. The course, which totaled 98 enrollments and 56 students who finished the process, encompassed education professionals working in various functions and in different educational contexts. Through the proposal of memory retrieval, with the writing of a memorial, we can see the close relationship that these subjects had/have with poverty, being possible to problematize the naturalizing and moralizing conceptions that have prevailed in society over people who experience this social condition. We highlight the change in understanding about the PBF and its beneficiaries, recognizing the Program as a public policy that guarantees basic rights to families who experience poverty and extreme poverty. The debate provided throughout the Course enhances the preparation of Action Plans by the participating
professionals, with the objective of broadening the debate on poverty in education, seeking to reduce the impacts of this condition on the teaching and learning processes, aiming at the transformation of social practice. With the collaboration of the subjects participating in this research, it is concluded that it is possible to rethink the curriculum and pedagogical practice so that they provide a quality education that promotes human development and enables access to historical and critical knowledge about poverty, aiming at its overcoming.
