A disciplina escolar Biologia na Base Nacional Comum Curricular do Ensino Médio: expressões da Pós-Modernidade e do Neoliberalismo
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Data
2020-02-28
Autores
Liporini, Thalita Quatrocchio
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Universidade Estadual Paulista (Unesp)
Resumo
Apropriando-se do materialismo histórico-dialético e da pedagogia histórico-crítica como fundamentos metodológico e teórico, respectivamente, este trabalho tem como tema de pesquisa a influência da pós-modernidade e do neoliberalismo na Base Nacional Comum Curricular (BNCC) do Ensino Médio para a disciplina escolar Biologia. Parte-se da tese central de que as políticas educacionais brasileiras desenvolvidas e difundidas no final e no início dos séculos XX e XXI, possuem articulações com o neoliberalismo e a pós-modernidade. Sendo fruto desse período sócio-histórico, a BNCC para o ensino de Biologia – bem como seus fundamentos gerais para o Ensino Médio – também remetem a essas articulações, que, no campo educacional, são expressas em concepções pedagógicas relativistas: o neoprodutivistismo, o neoescolanovismo, o neoconstrutivismo e o neotecnicismo. Diante disto, este estudo objetiva indicar e desvelar as expressões pedagógicas relativistas na BNCC do Ensino Médio no que se diz respeito às concepções de ensino, aprendizagem, escola, homem, estudante, professor, conhecimento, mundo, trabalho e sociedade. O método de pesquisa e de análise dos dados é o materialismo histórico-dialético que supera, por incorporação, a lógica formal. A fim de desvelar o imediatismo do currículo de Biologia, parte-se da categoria simples intitulada trabalho pedagógico. A categoria simples carrega os traços essenciais do objeto de pesquisa e a apreensão dessas determinações permite a definição das categorias analíticas. As categorias analíticas são próprias do objeto de pesquisa e para este estudo, são: - conhecimento e competências; - educação para o mercado de trabalho; - sujeito ativo/autônomo/protagonista; - docência subjulgada; - conteúdo escolar prático e utilitarista; - descentralização disciplinar; metodologias ativas; - educação para o reconhecimento de identidades. As análises e discussões do objeto de pesquisa permitem dizer que a BNCC se torna um documento envolvente e alienante na medida em que dispõe aos leitores uma visão de que a democracia é construída na escola por meio do estabelecimento das relações que fortelecem os direitos humanos. A todo momento, o documento sugere que a educação para a diversidade permite que os estudantes se tornem mais protagonistas de seu próprio projeto de vida, estendendo esta característica para a aprendizagem e formação para o trabalho (neoprodutivismo). Para isso, o trabalho pedagógico precisa ser metodologicamente ativo e centrado no desenvolvimento de competências (neoconstrutivismo; neoescolanovismo) para que os estudantes estejam aptos a fazer algo na sociedade. Conclusivamente, nega-se ao mesmo o acesso aos conhecimentos científicos, pois o importante não é saber, mas saber executar algo (neotecnicismo).
Appropriating historical-dialectical materialism and historical-critical pedagogy as methodological and theoretical foundations, respectively, this work has as research theme the influence of postmodernity and neoliberalism in the National Curriculum Common Base of High School for school discipline Biology. It starts from the central thesis that the Brazilian educational policies developed and disseminated in the late and early 20th and 21st centuries, respectively, have links with neoliberalism and postmodernity. As a result of this socio-historical period, the National Common Curricular Base (BNCC) for the teaching of Biology -as well as its general foundations for High School -also refer to these articulations, which, in the educational field, are expressed in relativistic pedagogical conceptions : neoprodutivistismo, neoescolanovismo, neoconstructivismo e neotecnicismo. Given this, this study aims to indicate and unveil the relativistic pedagogical expressions in the BNCC of High School aboutthe concepts of teaching, learning, school, man, student, teacher, knowledge, world, work,and society. To this end, a socio-historical approach is made, starting from the analysis of a curricular document,and belonging to the federal sphere: the BNCC, stage of High School, with emphasis on the school discipline Biology. The method of research and data analysis is historical-dialectical materialism that overcomes, by incorporation, formal logic. Toreveal the immediacy of the Biology curriculum, we start from the simple category entitled pedagogical work.The simplecategory carries the essential features of the research object and the apprehension of these determinations allows the definition of the analytical categories. The analytical categories are specific to the object of research and for this study, they are: -knowledge and skills; -education for the labor market; -active / autonomous / protagonist subject; -subjugated teaching; -practical and utilitarian school content; -disciplinary decentralization; active methodologies; -education for the recognitionof identities. The analyzes and discussions of the research object allow us to say that the BNCC becomes an engaging and alienating document insofar as it provides readers with a view that democracy is built at school through the establishment of relationships that strengthen human rights. At all times, the document suggests that education for diversity allows students to become more protagonists in their own life project, extending this characteristic to learning and training for work (neoproductivism). For this, the pedagogical work needs to be methodologically active and centered on the development of competences (neoconstructivism; neoescolanovism) so that students are able to do something in society. Conclusively, access to scientific knowledge is denied, because the important thing is not to know, but to know how to execute something (neotechnics).
Appropriating historical-dialectical materialism and historical-critical pedagogy as methodological and theoretical foundations, respectively, this work has as research theme the influence of postmodernity and neoliberalism in the National Curriculum Common Base of High School for school discipline Biology. It starts from the central thesis that the Brazilian educational policies developed and disseminated in the late and early 20th and 21st centuries, respectively, have links with neoliberalism and postmodernity. As a result of this socio-historical period, the National Common Curricular Base (BNCC) for the teaching of Biology -as well as its general foundations for High School -also refer to these articulations, which, in the educational field, are expressed in relativistic pedagogical conceptions : neoprodutivistismo, neoescolanovismo, neoconstructivismo e neotecnicismo. Given this, this study aims to indicate and unveil the relativistic pedagogical expressions in the BNCC of High School aboutthe concepts of teaching, learning, school, man, student, teacher, knowledge, world, work,and society. To this end, a socio-historical approach is made, starting from the analysis of a curricular document,and belonging to the federal sphere: the BNCC, stage of High School, with emphasis on the school discipline Biology. The method of research and data analysis is historical-dialectical materialism that overcomes, by incorporation, formal logic. Toreveal the immediacy of the Biology curriculum, we start from the simple category entitled pedagogical work.The simplecategory carries the essential features of the research object and the apprehension of these determinations allows the definition of the analytical categories. The analytical categories are specific to the object of research and for this study, they are: -knowledge and skills; -education for the labor market; -active / autonomous / protagonist subject; -subjugated teaching; -practical and utilitarian school content; -disciplinary decentralization; active methodologies; -education for the recognitionof identities. The analyzes and discussions of the research object allow us to say that the BNCC becomes an engaging and alienating document insofar as it provides readers with a view that democracy is built at school through the establishment of relationships that strengthen human rights. At all times, the document suggests that education for diversity allows students to become more protagonists in their own life project, extending this characteristic to learning and training for work (neoproductivism). For this, the pedagogical work needs to be methodologically active and centered on the development of competences (neoconstructivism; neoescolanovism) so that students are able to do something in society. Conclusively, access to scientific knowledge is denied, because the important thing is not to know, but to know how to execute something (neotechnics).
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Palavras-chave
Currículo de Biologia, Políticas educacionais, Ensino de Biologia, Pedagogia histórico-crítica, Materialismo histórico-dialético, Biology curriculum, Educational policies, Biology teaching, Historical-dialectical materialism, Historica-lcritical pedagogy