The Astronomy education in the Paraná curriculum

critical-emancipatory insurrections

Authors

DOI:

https://doi.org/10.5335/rep.v32.16852

Keywords:

Paulo Freire, Science Education, Democracy

Abstract

The aim of this research is to analyze the Astronomy Education present in the curriculum of the state of Paraná, fostering discussions and correlations with and for a Liberating Education. The research is of a qualitative nature, with a documentary research approach and whose data is analyzed in the light of Paulo Freire's theory of Liberating Education. The analysis showed that there are several structural divergences between the structure of the document and the assumptions of a radically democratic, critical and emancipatory education. This is due to the convergence between two dimensions of public policy: the BNCC and the Paraná curriculum. While the BNCC has a coercive bias and is notoriously characteristic of banking education, the state curriculum accentuates this bias, both because of the anti-dialogical organization that the state assumes in its education and because of the characteristic of national education in having the curriculum as an imposing vehicle, an apparatus of state control.

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Author Biographies

  • Marcos Orso da Fonseca, Universidade Estadual de Maringá, Maringá/PR

    Doutorando em Educação para Ciência e a Matemática (PCM) pela Universidade Estadual de Maringá - UEM (2024-). Mestre em Educação para Ciência e a Matemática (PCM) pela Universidade Estadual de Maringá - UEM (2022-2024). Licenciando em Pedagogia pela Universidade Estadual de Maringá - UEM (2024-). Licenciado em Ciências Biológicas pelo IFPR Campus Umuarama, onde foi bolsista dos programas PIBID (2018-2019) e Residência Pedagógica (2020). Habilitado com curso de Formação de Docentes (curso Médio Normal).Trabalhou como professor do Ensino Fundamental 1 nos municípios de Goioerê e Londrina - PR. Membro do Grupo de pesquisa LADECA - Laboratório para o Desenvolvimento do Ensino de Ciências e Astronomia. Linhas de pesquisa: Ensino de Ciências, Educação em Astronomia e Tecnologias na Educação.

  • Michel Corci Batista, Federal University of Technology of Paraná

    He has a degree in Physics from the State University of Maringá and in Philosophy from Uninter, a master's degree and a doctorate in Education for Science and Mathematics, also from the State University of Maringá, and did a post-doctoral internship at the University of Brasilia in the area of Physics Teaching with an emphasis on learning theories applied to teaching proposals. He is a professor in the Physics department at the Federal Technological University of Paraná (UTFPR), Campo Mourão campus, is a permanent professor and adjunct coordinator of the Professional Master's Program in Physics Teaching (UTFPR - Campo Mourão), is a professor in the Postgraduate Program in Teaching Human, Social and Nature Sciences (UTFPR - Londrina) and in the Postgraduate Program in Education for Science and Mathematics at the State University of Maringá.

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Published

2025-11-28

Issue

Vol. 32 (2025): PUBLICAÇÃO CONTÍNUA

Section

Dossiê - Currículo e Políticas Educacionais: campo de disputas e tensionamentos

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

The Astronomy education in the Paraná curriculum: critical-emancipatory insurrections. Revista Espaço Pedagógico, [S. l.], v. 32, p. e16852, 2025. DOI: 10.5335/rep.v32.16852. Disponível em: https://ojs.upf.br/index.php/rep/article/view/16852. Acesso em: 30 nov. 2025.