O conceito de diferença no currículo escolar: uma reflexão filosófica sobre os fundamentos pedagógicos da BNCC
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2019-02-14
Autores
Piassa, Zuleika Aparecida Claro [UNESP]
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Universidade Estadual Paulista (Unesp)
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Partindo da questão “qual o sentido e o significado do conceito de diferença na Base Nacional Comum Curricular (BNCC) ?”, estabeleceu-se como objetivo deste estudo: refletir filosófica e criticamente sobre o conceito de diferença presente nos fundamentos pedagógicos da BNCC, considerando-o como um reflexo das demandas sociais da pós-modernidade. Situa-se a pósmodernidade como expressão de uma condição da atualidade, em que o projeto civilizatório proposto pelo Iluminismo, próprio da modernidade, está em crise. O interesse pela temática vem de longa data, desde as reflexões ensejadas no Mestrado, na participação em grupos de pesquisa e no trabalho docente na Educação Superior no campo do Currículo. Esta prévia condição possibilitou atentar para a repetição do conceito de diferença nas recentes políticas curriculares, bem como para o crescimento do número de pesquisas que defendem o estatuto da diferença como a forma atual de um pensar crítico. Tomou-se como ponto de partida a crise da razão, iniciada ainda na modernidade, em que suas dimensões subjetiva e objetiva se cindiram e a primeira passou a dominar sobre a segunda, tornando a razão totalitária, excluindo qualquer pensamento ou comportamento que fugisse às suas leis. Tal fenômeno propiciou o progresso material da sociedade, mas também a conduziu ao estado de barbárie, haja vista que, mesmo estando em uma civilização com alto nível de desenvolvimento tecnológico e científico, as pessoas se encontram atrasadas em termos do desenvolvimento de sua subjetividade, pois estão tomadas por uma agressividade primitiva e por um impulso de destruição. A crise da razão lançou tentáculos sobre a cultura burguesa, cujas esteiras basilares são a universalidade, a autonomia e a individualidade, conduzindo-a ao estado de crise. A partir da década de 1960, o pós-estruturalismo, enquanto movimento do pensamento, tomou as grandes teorias que sustentavam a filosofia e a cultura burguesa como metanarrativas, discursos, ensejando dúvidas sobre a capacidade da razão de conduzir a humanidade à emancipação pela ação do sujeito racional, além de passar a questionar o estatuto da universalidade do iluminismo. Apesar do movimento intelectual pós-estruturalista apresentar diversidades entre seus autores e entre suas teorias, em comum, defendem a centralidade da linguagem e do discurso como produtores da crítica e a diferença como produtora de identidades emancipadas. Considerando-se que esta racionalidade vem sendo expressa no currículo escolar, e, a partir de uma perspectiva teórica crítica e universalista, foram estabelecidos como objetivos específicos: I) analisar criticamente a emergência histórica do conceito de diferença, situando-o na sociedade pós-moderna, tomada aqui como danificada, relacionando-o ao fenômeno educativo e refletindo sobre ele; II) discutir o currículo escolar a partir deste fenômeno, abordando a constituição do campo do currículo e as teorias que, partindo dele, historicamente, se delinearam, com destaque para as teorias póscríticas, cujo principal estatuto é a diferença, asseverando que, nesta pesquisa, considerar-se-á a escola como locus de realização do currículo, e que a mesma traduz em práticas pedagógicas o entendimento que se tem de seu esquema socializador e formativo cultural; e III) problematizar criticamente o conceito de diferença presente nos fundamentos pedagógicos da BNCC e refletir sobre ele. Para tanto, desenvolveu-se um estudo de caráter filosófico com base em autores como: Adorno (2000), Horkheimer (2000), e, principalmente, Rouanet (1987 e 1993), dentre outros. Tais autores trabalham com a Teoria Crítica e forneceram à pesquisa conceitos chave para a leitura da sociedade pós-moderna, cuja racionalidade se ancora no conceito de diferença e seus desdobramentos. Para a reflexão sobre a Base Nacional Curricular, inspirou-se no contributo teórico da Análise do Discurso proposto por Michel Pêcheux. O estudo possibilitou, ao final, considerar que, apesar de os termos diferença e diversidade percorrerem todo o documento, a lógica inerente reforça a razão instrumental e a sociedade danificada.
Based on the question ‘what is the meaning and significance of the concept of difference in the Common National Curricular Base (CNCB)?,’ this paper aims to reflect philosophically and critically on the concept of difference present in the pedagogical foundations of the CNCB, considering it as a reflection of the social demands of post-modernity. Such postmodernity is situated as an expression of a current condition in which the civilizing project proposed by the ‘enlightenment,’ proper to modernity, is in crisis. The concern for the subject comes from long time, from reflections in the ‘master's degree,’ participation in research groups and teaching work in ‘higher education’ in the field of ‘curriculum.’ This previous condition made it possible to pay attention to the fact that the concept of difference has been repeated in recent curriculum policies, as well as to the growth in the number of researches that support the statute of difference as the current form of critical thinking. The starting point was taken from the crisis of reason which began in modernity, in which its subjective and objective dimensions has split and the former became dominant over the latter, making reason totalitarian, excluding any thought or behavior evading its laws. This phenomenon propitiated the material progress of society, but also led it to a state of barbarism, since, even being in a civilization with a high level of technological and scientific development, people are lagging behind in terms of development of their subjectivity, they are taken by a primitive aggressiveness and by an impulse of destruction. The crisis of reason has cast tentacles on bourgeois culture, whose basic foundations are universality, autonomy and individuality, leading it to a state of crisis. From the 1960s onwards, post-structuralism, as a movement of thought, took the great theories that supported bourgeois philosophy and culture as metanarratives, discourses, giving rise to doubts about the capacity of reason to lead humanity to emancipation through the action of the rational subject, as well as beginning to question the statute of the universality of enlightenment. The post-structuralist intellectual movement shows diversities among its authors and theories, but together they defend the centrality of language and discourse as producers of criticism as well as the difference as a producer of emancipated identities. Considering that this rationality is expressed in the school curriculum, and from a universalist theoretical perspective, the following specific objectives have been established: I) to analyze and critically reflect on the historical emergence of the concept of difference, placing it in postmodern society, taken here as damaged, and relating it to the educational phenomenon; II) to discuss the school curriculum based on this phenomenon, addressing the field constitution of curriculum and the theories that have been outlined historically, with emphasis on the post-critical theories, whose main statute is the difference, stating that this research will consider school as the locus for implementing the curriculum, and that it translates into pedagogical practices the understanding of its socializing and cultural formative scheme; and III) to question and critically reflect on the concept of difference present in the pedagogical foundations of the CNCB. For this purpose, a philosophical study was developed based on authors such as: Adorno (2000), Horkheimer (2000), and mainly Rouanet (1987 and 1993), among others. These authors work with ‘critical theory’ and have provided the research with key concepts for the reading of postmodern society, whose rationality is anchored in the concept of difference and its unfoldings. The reflection on the ‘national curricular base’ was inspired from the theoretical contribution of the ‘discourse analysis’ proposed by Michel Pêcheux. The study made it possible, at the end, to consider that despite the terms difference and diversity go through the whole document, the inherent logic reinforces the instrumental reason and the damaged society.
Based on the question ‘what is the meaning and significance of the concept of difference in the Common National Curricular Base (CNCB)?,’ this paper aims to reflect philosophically and critically on the concept of difference present in the pedagogical foundations of the CNCB, considering it as a reflection of the social demands of post-modernity. Such postmodernity is situated as an expression of a current condition in which the civilizing project proposed by the ‘enlightenment,’ proper to modernity, is in crisis. The concern for the subject comes from long time, from reflections in the ‘master's degree,’ participation in research groups and teaching work in ‘higher education’ in the field of ‘curriculum.’ This previous condition made it possible to pay attention to the fact that the concept of difference has been repeated in recent curriculum policies, as well as to the growth in the number of researches that support the statute of difference as the current form of critical thinking. The starting point was taken from the crisis of reason which began in modernity, in which its subjective and objective dimensions has split and the former became dominant over the latter, making reason totalitarian, excluding any thought or behavior evading its laws. This phenomenon propitiated the material progress of society, but also led it to a state of barbarism, since, even being in a civilization with a high level of technological and scientific development, people are lagging behind in terms of development of their subjectivity, they are taken by a primitive aggressiveness and by an impulse of destruction. The crisis of reason has cast tentacles on bourgeois culture, whose basic foundations are universality, autonomy and individuality, leading it to a state of crisis. From the 1960s onwards, post-structuralism, as a movement of thought, took the great theories that supported bourgeois philosophy and culture as metanarratives, discourses, giving rise to doubts about the capacity of reason to lead humanity to emancipation through the action of the rational subject, as well as beginning to question the statute of the universality of enlightenment. The post-structuralist intellectual movement shows diversities among its authors and theories, but together they defend the centrality of language and discourse as producers of criticism as well as the difference as a producer of emancipated identities. Considering that this rationality is expressed in the school curriculum, and from a universalist theoretical perspective, the following specific objectives have been established: I) to analyze and critically reflect on the historical emergence of the concept of difference, placing it in postmodern society, taken here as damaged, and relating it to the educational phenomenon; II) to discuss the school curriculum based on this phenomenon, addressing the field constitution of curriculum and the theories that have been outlined historically, with emphasis on the post-critical theories, whose main statute is the difference, stating that this research will consider school as the locus for implementing the curriculum, and that it translates into pedagogical practices the understanding of its socializing and cultural formative scheme; and III) to question and critically reflect on the concept of difference present in the pedagogical foundations of the CNCB. For this purpose, a philosophical study was developed based on authors such as: Adorno (2000), Horkheimer (2000), and mainly Rouanet (1987 and 1993), among others. These authors work with ‘critical theory’ and have provided the research with key concepts for the reading of postmodern society, whose rationality is anchored in the concept of difference and its unfoldings. The reflection on the ‘national curricular base’ was inspired from the theoretical contribution of the ‘discourse analysis’ proposed by Michel Pêcheux. The study made it possible, at the end, to consider that despite the terms difference and diversity go through the whole document, the inherent logic reinforces the instrumental reason and the damaged society.
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Palavras-chave
Diferença, Pós-modernidade, Teoria crítica, Currículo pós-crítico, Base Nacional Comum Curricular (BNCC), Difference, Post-modernity, Critical theory, Post-critical curriculum, National Curriculum Base (NCB)