Base Nacional Comum Curricular: uma análise a partir da pedagogia histórico-crítica

• Ano de defesa: 2021
• Autor(a) principal: Johann, Rafaela Cristina
• Orientador(a): Malanchen, Julia
• Banca de defesa: Martins, Maridelma Laperuta , Anjos, Ricardo Eleutério dos , Santos , Silvia Alves dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Base Nacional Comum Curricular; Pedagogia das competências; Pedagogia histórico-crítica
• Palavras-chave em Inglês: Common National Curriculum Base; Competence pedagogy; Historical pedagogy-critical
• Área do conhecimento CNPq: EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/5542

This study proposes to carry out a conceptual analysis of the Common National Curriculum Base (BNCC) (2017-2018), with the objective of contrasting the fundamentals of Historical Critical Pedagogy (PHC) and Pedagogy of Competences, analyzing to what extent they are different and what are your considerations before a national curriculum. It is a bibliographic and documentary research of a basic and descriptive nature, based on the PHC that reliably materializes in Historical-Dialectic Materialism. In this dissertation, we focus on the investigation of the ideologies and interests that permeate the formulation of a BNCC based on Pedagogy of Competencies, which has as main sponsors, several private groups. From this, we verified the existence of devices that subsidize the catalyzing forces of domination moving towards the formation of future generations and we affirm that in this corollary, the education of working class sons and daughters is compromised and submitted to the principles and interests of the market, whereas that the BNCC, being a mandatory reference to be considered in the curriculum of the school units, tends to reinforce, in these institutions, the teaching for everyday life, as well as highlighting the intention to train the worker adaptable to the capitalist society. This study found that the BNCC, based on the Pedagogy of Competences, promotes the emptying of the curriculum in the face of scientific, philosophical and artistic content in its most developed forms, thus forming with minimal knowledge, who may become only devalued workers with an adaptable and technical function, unable to organize thought by concepts from the objective reality.