Abordagem de conteúdos sistematizados como proposta pedagógica para o ensino médio

Abstract

This doctoral thesis is linked to line 1: Public policies in education, training process-es and diversity of the Postgraduate Program in Education (PPGE) – Master's and Doctorate, of the Universidade do Oeste Paulista (UNOESTE). The general objective is to develop a training process to work on the Portuguese Language discipline in order to overcome the reduction in the number of classes defined by the BNCC. The theoretical contributions of this research are based mainly on Saviani, Ausubel and Schlünzen. Thus, based on bibliographical, documentary and field research stud-ies, it brings in its scope an investigation with high school teachers from a public institution of technical and secondary level, on the National Common Curricular Base (BNCC) and the pedagogical practices in view of the educational proposal im-posed by the reform at this level of education. The methodology chosen for the de-velopment of the investigation is action research. A questionnaire was applied to high school teachers at a technical school as a data collection instrument, based on the premise of reducing the content of the BNCC in Portuguese and the training proposal for teachers of this subject, and others invited to participate in the research using the Constructionist, Contextualized and Significant Approach (CCS). The ob-jective of this research is to analyze the reduction of the workload in the Portuguese Language subject which, according to the researcher's teaching practice, is consid-ered to have brought consequences to its curricular content due to changes in insti-tutional plans that transformed the teaching of the language towards a more utilitari-an learning. Therefore, after collecting data through a questionnaire with teachers, training was developed for those involved in the research through meetings and dialogues about pedagogical practices, composed of teachers with a degree in Liter-ature and one in History, in which the subjects taught by them are linked to the BNCC in the area of Human Sciences, in which the number of classes was reduced and the classic content inherent to the intellectual formation of high school students was suppressed.