Sedução e alienação no discurso da pedagogia das competências: uma análise da BNCC do ensino médio numa perspectiva histórico-dialética

Abstract

This is a master's research in Education developed in research line 1: Public Policies in Education, training processes and diversity; linked to the research group State, Educational Policies and Democracy (EPED) at the Universidade do Oeste Paulista. Based on the theoretical assumptions of Historical-Cultural psychology and Historical-Critical pedagogy, both based on epistemological basis in Historical-Dialectic materialism, the research seeks to answer how the National Common Curricular Base of Secondary Education (BRASIL, 2018a) and the subsequent reform of High School recover the pedagogy of competences as an epistemological reference for the elaboration of the school curriculum in the current educational context that, in discourse, aims at the integral formation of the subjects. The technical-methodological instruments chosen for carrying out the research were the systematic literature review and the analysis of official education documents - Law of Guidelines and Bases of National Education - LDB, Law nº 9.394/1996 (BRASIL, 2005); Law nº 13.415/2017 (BRASIL, 2017) and the National Curriculum Guidelines (BRASIL, 2013) – based on the elaboration of reasoned analytical categories, especially in the central categories of Historical-Dialectic materialism, in order to understand the fundamentals structuring elements of the BNCC, as well as the consolidation strategies through which the consensus around its contents and the ideological fulcrum imprinted in the recommended reformulations are articulated. The research offers contributions to the critical analysis of the skills and competences introduced as a current proposal in the official documents of Brazilian education which, exhausting the reason for the social existence of the school, also does so with regard to the role of the teacher as an agent of mediations between culture and the individual who does not occur in its spontaneous and immediate form, as well as the school contents expressed in the curriculum.