THE CHALLENGES OF INSTITUTIONALIZATION AND IMPLEMENTATION OF HISTORY-CRITICAL PEDAGOGY IN EARLY YEARS OF BASIC EDUCATION ITAIPULÂNDIA-PR

This paper is situated within the history of education and its purpose is to investigate the challenges of institutionalization of historical-critical pedagogy (PHC) at the early elementary school years in municipal network Itaipulândia-PR. In it, we try to analyze briefly articulated with the proposals and actions carried out over several years, especially in 2010 itaipulandiense educational trajectory. These achievements currently make up the municipal public education policy that includes training programs that articulate with better working conditions, teaching and learning. Based on documents and literature review, discuss and seek to understand how the teachers of this county propositions developed from the study of the major challenges that the historical-critical pedagogy faces in Brazilian education, using experiences, educational programs and projects of State Governments and federal. In addressing the specific conditions that focus on education, the school and the organization of the teaching work through the analysis of its historical and educational history, we intend to analyze the process of institutionalization and implementation of this pedagogical trend in the early years of basic education in the municipality of Itaipulândia