Disputas de sentidos sobre Autonomia e sua expressão político-pedagógica no Projeto Autonomia Carioca (PAC) e sua expressão na rede municipal do Rio de Janeiro

Abstract

This dissertation has as its main research problem "The Projeto Autonomia Carioca (PAC)" which has been developed by the Municipal Education of the City of Rio de Janeiro since 2010. The research problem was built to question about the limits and possibilities of a program contributing for elementary students' autonomy which the PAC is headed for, having as main goal the correction of age-grade. Due the PAC was formulated in partnership with the Roberto Marinho Foundation, within actions involving, among others, educational materials' production headed to classes involved in the program, we propose the following objectives: confronting the sense of autonomy among Freire's perspective and the PAC´s one; analyze the occurrence of way disputes about the word autonomy among teachers involved in the project and the documents of the PAC, specifically, the History teaching didactic material. The theoretical basis of the research was anchored, among others, in the contributions of Paulo Freire, Mikhail Bakhtin. As an example of this¸the running of the Autonomy Project in Ciep Operário Vicente Mariano, located in the Complexo da Maré, west of Rio de Janeiro. For being a qualitative study from a methodological point of view, we conducted a survey and analysis of the Roberto Marinho Foundation methodology book and History teaching educational materials, the latter being confronted by the interviewed teachers' voices who, take part in the PAC's program. We emphasize in our conclusions that the PAC is a less project that seeks to enhance the autonomy of the students, with another age-grade flow correction project. On the other hand, the History Teaching didactic material offers students a history universe limited to the simple work insertion.