Ações democráticas no desenvolvimento curricular sob a perspectiva de docentes

Abstract

The main issue of this research is to identify and analyze the understanding that teachers, graduates of the Pedagogy course at the Federal University of Alfenas (UNIFAL - MG), have about democratic education and how it is materialized in curriculum development. We seek to problematize in this space of research and dialogue the perceptions of subjects who work in the classroom at their different levels of education, reconciling theoretical issues with a reality already experienced by the participants, aiming to contribute both in the theoretical field and in the practical field. From this, we rely on the principles of critical theory that guide our theoretical studies and help us to think about the realities we face in our more general analysis and we relate our study theme to a dialectical conception of interaction between the elements that we propose to investigate. Linked to this, we are guided by the principles of qualitative epistemology, of a basic nature, with exploratory objectives, and given the analysis of information with the graduates, we submit our research construction to a constructive-interpretative methodological process. Given this, our study is organized into three topics, the first being, respectively, entitled Democratic Education, where we present a more general and introductory theoretical outline that guided our understanding of our proposal. The second topic, called Methodological structure of the research, in which it systematically expresses our methodological path, as well as the details of our approach to the participants. And, finally, the third topic, Meaning democratic education in teaching action: Between dialogues, where we present the perceptions of graduates in line with our theoretical understanding, built together from the dialogue researcher and research participants. We consider that, through this study, we present ways of thinking about democratic education within experienced contexts, in order to flex the democratic possibility to the school context.