Identificação de elementos para uma concepção idealista de mundo na base nacional comum curricular: um olhar da pedagogia histórico-crítico no ensino de ciências da natureza
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Data
2022-12-15
Autores
Estevan, Leandro Roberto Quintino
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Base Nacional Comum Curricular é um documento que normatiza os
conhecimentos base para construção de propostas curriculares em todo território
nacional, resultante de um processo de desenvolvimento de políticas curriculares
alinhadas à ideologia neoliberal e hegemônica, desde a institucionalização da
constituição federal e das leis de diretrizes e bases da educação. Esta pesquisa
justifica-se devido ao fato de que atualmente a base nacional comum está sendo
consolidada nas redes públicas de ensino, sendo necessário um estudo crítico dos
conteúdos que formarão a concepção de mundo dos estudantes destas instituições,
visto que há pouca produção de estudos críticos que olhem para a questão do
ensino de ciências nos anos iniciais do ensino fundamental. Esta é uma pesquisa
documental em que foram analisadas as competências gerais da Educação Básica e
as competências específicas da área de Ciências da Natureza para o Ensino
Fundamental. Fundamentamo-nos na pedagogia histórico-crítica para a análise dos
dados, buscando identificar os elementos constituintes de uma concepção idealista
burguesa de mundo a partir da distinção entre os elementos das categorias social,
individual e pedagógica da concepção de mundo. As análises foram realizadas a
partir da identificação de elementos da concepção moderna de ciência,
posicionamentos valorativos das pedagogias do “aprender a aprender” e da
objetividade do trabalho educativo a partir da pedagogia das competências. A partir
desse estudo, concluímos que a base nacional curricular apresenta diversos
elementos de uma concepção idealista burguesa de mundo, como o pragmatismo e
o relativismo da concepção moderna de mundo (ciência), posicionamentos
valorativos das pedagogias do “aprender a aprender” para a formação de um
indivíduo adequado às necessidades do mercado de trabalho e do setor produtivo.
The Common National Curricular Base is a document that regulates the knowledge base for the construction of curriculum proposals throughout the national territory, resulting from a process of development of curriculum policies aligned to the neoliberal and hegemonic ideology, since the institutionalization of the federal constitution and the laws of guidelines and bases of education. This research is justified due to the fact that currently the national common base is being consolidated in the public education networks, being necessary a critical study of the contents that will form the worldview of the students of these institutions, since there is little production of critical studies that look at the issue of science teaching in the early years of elementary education. This is a documental research in which the general competences of Basic Education and the specific competences of the area of Natural Sciences for Elementary School were analyzed. We based our data analysis on historical-critical pedagogy, trying to identify the constituent elements of a bourgeois idealist worldview, based on the distinction between the elements of the social, individual and pedagogical categories of the worldview. The analyses were carried out based on the identification of elements of the modern conception of science, on the value positioning of the "learning to learn" pedagogy, and on the objectivity of the educational work based on the pedagogy of competencies. From this study, we conclude that the national curricular base presents several elements of a bourgeois idealist worldview, such as the pragmatism and the relativism of the modern conception of the world (science), and the valuative positions of the pedagogies of "learning to learn" for the formation of an individual adequate to the needs of the labor market and the productive sector.
The Common National Curricular Base is a document that regulates the knowledge base for the construction of curriculum proposals throughout the national territory, resulting from a process of development of curriculum policies aligned to the neoliberal and hegemonic ideology, since the institutionalization of the federal constitution and the laws of guidelines and bases of education. This research is justified due to the fact that currently the national common base is being consolidated in the public education networks, being necessary a critical study of the contents that will form the worldview of the students of these institutions, since there is little production of critical studies that look at the issue of science teaching in the early years of elementary education. This is a documental research in which the general competences of Basic Education and the specific competences of the area of Natural Sciences for Elementary School were analyzed. We based our data analysis on historical-critical pedagogy, trying to identify the constituent elements of a bourgeois idealist worldview, based on the distinction between the elements of the social, individual and pedagogical categories of the worldview. The analyses were carried out based on the identification of elements of the modern conception of science, on the value positioning of the "learning to learn" pedagogy, and on the objectivity of the educational work based on the pedagogy of competencies. From this study, we conclude that the national curricular base presents several elements of a bourgeois idealist worldview, such as the pragmatism and the relativism of the modern conception of the world (science), and the valuative positions of the pedagogies of "learning to learn" for the formation of an individual adequate to the needs of the labor market and the productive sector.
Descrição
Palavras-chave
Pedagogia histórico-crítica, Concepção de mundo, Base Nacional Comum Curricular, Ensino de Ciências da Natureza, Ensino Fundamental