Reestruturação Curricular no estado do Rio Grande do Sul no Ensino Médio Politécnico: uma possibilidade de descolonialidade do saber

Abstract

The present study aims to analyze the curricular restructuring carried out in the State of Rio Grande do Sul in the period between 2011 to 2014, called Polytechnic High School. It sought to understand the extent to which this restructuring contributed to the qualification of public education. The theoretical reference is articulated in three conceptions and its possible approximation, being those proposed by Karl Marx explicit in Historical and Dialectical Materialism; the conceptions of Modernity / Coloniality / Decoloniality of knowledge and power elaborated by Aníbal Quijano allied to the Philosophy of the Liberation of Enrique Dussel and, finally, the notions of Popular Education conceived by Paulo Freire. In Marx, it was tried to establish the conceptions of the world and of humanity as well as the criticisms to the structures of capitalism and the possibility of overcoming this one. In Dussel, we seek to establish the relations of capitalism in Latin America from the political, economic and social sphere and, above all, in the relations of learning in the epistemological and pedagogical aspects. With Freire, we discuss Popular Education as an ontological and epistemological process that contributes to and with social transformation. The methodology used is based on Historical Materialism and Dialectic, takes the Content Analysis as a strategy for the systematic review of dissertations, theses, and documents on the curricular restructuring of the Polytechnic Secondary School. The research pointed out that the Restructuring of the Polytechnic High School achieved advances in the qualification of learning in this stage of Basic Education. Signaled advances in relation to the curricular organization highlighting the Integrated Seminar as an articulator between the curriculum and the research, thus enabling other pedagogical actions. Regarding the obstacles, there was a lack of State policy for public education, deficiencies in initial and continuing teacher training. On the other hand, the curricular restructuring implemented by SEDUC-RS contributed qualitative contributions to the Secondary School, in synthesis, the construction and experience of the citizenship, translated in the experimentation of the autonomy by the students stand out.