A formação dos educadores como eixo do desenvolvimento curricular: o Projeto de Educação dos Posseiros do Paraná (PEPO)

Abstract

This paper consists of memory research on Paraná Squatter Education Project - PEPO - (Brazil). This paper sought to find out how educators' instruction process has contributed to the curricular development of squatters' literacy. For such purpose, it was interviewed educators and students who described the educational experiences they recalled. In this research, systematization has been designed as a theoretical and methodological tool. This tool made possible interviewee's participation in data analysis and the definition of research basis. The Systematization of Paraná Squatter Education Project (PEPO) is based on curricular development and instruction of such project. Theoretical grounds are based on the following authors: for memory conceptualization, in particular Bosi (1994, 2003) and Benjamin (1987, 1992); for studies connected with the systematization, the main references are Jara (1996), and Souza (1997, 2001); and, finally, for the reflection on Youth and Adult Education: Haddad (1994, 2000), Freire (1982, 1996, 1997, 2006, 2000) and Arroyo (2000, 2002, 2004, 2005, 2006). Thus, we have analyzed, in the implementation of Youth and Adult Education public policies, how educator's instruction can become the basis for curricular reformations, presuming educators and students involved participate in it