Intervenção pedagógica frente à nova reforma do ensino médio no estado de São Paulo ocorrida a partir de 2021
Data
2023-03-28
Autores
Boaretto, Camilla Maysa Caires
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O currículo do estado de São Paulo no ano de 2021 passou por uma reforma no ensino médio que estava prevista e formulada pela Base Nacional Comum Curricular (BNCC). Esta reforma tem em discurso tornar a escola mais atrativa, flexível, com uma formação direcionada para o protagonismo dos alunos. Nesta nova reforma do ensino médio, encontramos uma mudança na estrutura curricular que é direcionada a flexibilização do currículo via os itinerários formativos/ aprofundamentos curriculares. Os alunos escolhem no primeiro ano do ensino médio qual itinerário/aprofundamento irá cursar segundo o seu projeto de vida, afinal, uma das promessas do itinerário é a de direcionar o aluno para sua profissão e mercado de trabalho (BNCC, 2018). Além dessa reforma do ensino médio, conto com a minha formação no mestrado profissional PROFISSIO-UNESP-MARÍLIA. Com as leituras propostas em minha pós-graduação, realizei uma intervenção pedagógica no material proposto para a disciplina do aprofundamento curricular: Cultura e movimento: Diferentes formas de narrar a experiência humana, especificamente na unidade curricular I- Ressignificando o povo brasileiro. Essa intervenção está relacionada com a metodologia de Paulo Freire. Para Paulo (1996), a pós- graduação é fundamental para codificação, criação, afirmação e negação que constituem os “conteúdos obrigatórios à organização programática e o desenvolvimento da formação docente"(FREIRE, 1996, p. 07). “Fundada na ética, no respeito à dignidade e à própria autonomia do educando” (FREIRE, 1996, p. 07). Desse modo, partindo da minha autonomia docente de tornar o material oficial do estado de São Paulo como apoio, procurei estruturar e modificar algumas atividades a fim de tentar constituir uma educação na abordagem freireana, pautada no diálogo e na relação horizontal com os alunos.
The curriculum of the state of São Paulo in 2021 underwent a reform in secondary education that was foreseen and formulated by the National Common Curricular Base (BNCC). This reform aims to make the school more attractive, flexible, with training aimed at the protagonism of students. In this new reform of secondary education, we find a change in the curricular structure that is aimed at making the curriculum more flexible via training itineraries/ curricular deepening. Students choose in the first year of high school which itinerary/deepening they will follow according to their life project, after all, one of the promises of the itinerary is to direct the student to their profession and job market (BNCC, 2018). In addition to this reform of secondary education, I am counting on my training in the professional master's degree PROFISSIO-UNESP-MARÍLIA. With the readings proposed in my postgraduate studies, I carried out a pedagogical intervention in the material proposed for the discipline of curricular deepening: Culture and movement: Different ways of narrating the human experience, specifically in the curricular unit I- Re-signifying the Brazilian people. This intervention is related to Paulo Freire's methodology. For Paulo (1996), post-graduation is fundamental for codification, creation, affirmation and negation that constitute the “obligatory contents for the programmatic organization and the development of teacher education" (FREIRE, 1996, p. 07). "Founded on ethics , respecting the student's dignity and autonomy” (FREIRE, 1996, p. 07). in order to try to constitute a dialectical education, based on dialogue and horizontal relationship with students.
The curriculum of the state of São Paulo in 2021 underwent a reform in secondary education that was foreseen and formulated by the National Common Curricular Base (BNCC). This reform aims to make the school more attractive, flexible, with training aimed at the protagonism of students. In this new reform of secondary education, we find a change in the curricular structure that is aimed at making the curriculum more flexible via training itineraries/ curricular deepening. Students choose in the first year of high school which itinerary/deepening they will follow according to their life project, after all, one of the promises of the itinerary is to direct the student to their profession and job market (BNCC, 2018). In addition to this reform of secondary education, I am counting on my training in the professional master's degree PROFISSIO-UNESP-MARÍLIA. With the readings proposed in my postgraduate studies, I carried out a pedagogical intervention in the material proposed for the discipline of curricular deepening: Culture and movement: Different ways of narrating the human experience, specifically in the curricular unit I- Re-signifying the Brazilian people. This intervention is related to Paulo Freire's methodology. For Paulo (1996), post-graduation is fundamental for codification, creation, affirmation and negation that constitute the “obligatory contents for the programmatic organization and the development of teacher education" (FREIRE, 1996, p. 07). "Founded on ethics , respecting the student's dignity and autonomy” (FREIRE, 1996, p. 07). in order to try to constitute a dialectical education, based on dialogue and horizontal relationship with students.
Descrição
Palavras-chave
Reforma do ensino médio, Itinerários formativos, Diferentes abordagens de ensino, Abordagem freireana, Intervenção pedagógica, High school reform, Formative itinerary, Different teaching approaches, Freirean approach, Pedagogical intervention
Como citar
BOARETTO, Camilla Maysa Caires. Intervenção pedagógica frente à nova reforma do ensino médio no estado de São Paulo ocorrida a partir de 2021. Universidade Estadual Paulista (Unesp), 2023.