A interdisciplinaridade no desenho curricular do Maranhão para a etapa da educação infantil: uma análise da política de gestão do conhecimento

Abstract

The present thesis dissertation, entitled “The interdisciplinarity in Curricular Design in Maranhão to Children’s Education: a political analysis of the knowledge policy,” coined in the Postgraduate Program in Education (PPGE) – Professional Masters in Education, is framed in the line of research of Educational and Schooling Management. Studied the conceptions, teaching practices, boundaries, and possibilities in the knowledge political policy biased in the teachers’ interdisciplinary comprehension, guided by the Curriculum of the state of Maranhão (Maranhão, 2018). The research problem consists of: How do the educational practices mark the educational politics of knowledge policy, in the interdisciplinary perspective, based on the Curriculum of the state of Maranhão for the Children’s Education? The main objective analyzes the political knowledge policy in Children’s Education through the lens of interdisciplinarity, oriented by the Curriculum of the State of Maranhão (Maranhão, 2018). The specific objectives consist of identifying the interdisciplinarity conceptions on teachers who work in Children’s Education; characterizing whether the educational practices of those teachers are aligned with the interdisciplinary approach; analyzing the barriers and possibilities of the political knowledge policy by the interdisciplinary lens on the teachers' reports; and developing an interdisciplinary extension course for the Children’s Education teachers. The theoretical framework borrows from the interdisciplinarity authors, such as Frigotto (2011), Tonet (2013), Goldman (1978), and Thiesen (2013). This research is critical dialectic, and it is inspired by the historical dialectic parameters (MHD). As an educational product, we developed an extension course for the Children’s Education teachers, the main objective of which was to contribute to the educational practices of the teachers. The first analysis made us comprehend the interdisciplinary dualism in the execution of the patronized curricular norms, and to offer a training in the total branch; the possibility of interdisciplinary background in the educational practices, as well as the recognition of the importance of the interdisciplinarity, and the structural limitations which impede its concretization. The comparison between the analysis demonstrate that the extension course boosted the teaching quality, considering the importance of the topic. The possibility of a “learning process inside social relationships” (first analysis) became the search for “the further vision and the critical thinking” (second analysis).