Resistência e apropriação: professores de história e a reforma de ensino médio

Abstract

This research intended to understand how the Educational Alterations for High School Education, seen in the Parâmetros Curriculares Nacionais (National Syllabus Standard) as well as in the Diretrizes Curriculares Nacionais (National Education Directions) for high school education, are experienced in public schools in Sao Paulo. The research may be presented as follows: Do the high schools in SaoPaulo use the proposals included in the Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) as concepts such as centralization and knowledge, the pedagogy of competency and the pedadogy of learn how to learn and quality education? If so, how such matters are seen and showed in the day by day of schools? It was noticed if the orientations?recommendations observed in the Diretrizes Curriculares Nacionais (DCN) and in Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) , were responsible for changes in organization or accomplishment of educational work, if such recommendations really brought some changes in different levels of education, evaluation procedures, in the organization of classes, class books, how these recommendations happen during HTPC among teachers and coordinators and finally how such recommendations materialize themselves in the Pedagogical Political Project of a School.