Política educacional do estado de São Paulo, alienação e o trabalho do professor: análise do currículo da disciplina Ciências
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Data
2019-02-27
Autores
Julio, Vanessa Ribeiro
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo teve como objetivo analisar a política curricular de Ciências vigente no estado de São Paulo buscando identificar, na mesma, características que possam contribuir para o processo de alienação do trabalho do professor de ciências. Para isso adotou-se como referencial teórico-metodológico a pedagogia histórico-crítica, a partir de análises das relações entre trabalho do professor e políticas educacionais curriculares dentro da lógica do materialismo histórico-dialético. Partiu-se do pressuposto que, em uma sociedade capitalista, as políticas são determinadas de modo a colaborar para a alienação do trabalhador, nesse recorte, para a alienação do professor de ciências. O Currículo Oficial de Ciências da rede estadual paulista, organizado como parte da implementação do programa “São Paulo Faz Escola”, assim como seu material de apoio, os Cadernos do Professor e do Aluno, foram base da análise. A fim de evidenciar possíveis mecanismos de controle do processo pedagógico, de alienação entre: o professor de ciências e seu produto (a socialização do saber sistematizado a fim da humanização os indivíduos), seu processo, seu desenvolvimento como indivíduo e sua relação com os outros seres humanos, adotamos como categorias de análise: a intencionalidade no modo de elaboração, na qual foi estudada, considerando o modo como foi proposto, sua estrutura e o contexto a partir do qual ele foi estabelecido; a intencionalidade na adoção de uma perspectiva pedagógica, considerando princípios e concepções a partir dos quais o currículo se organiza; intencionalidade na seleção de conteúdos e intencionalidade na seleção da forma, com uma análise com foco nas Situações de Aprendizagem presentes no material de apoio. Os resultados obtidos apontam para as implicações do pensamento neoliberal na determinação das políticas educacionais, em uma defesa de concepções que trabalham a favor do controle do trabalho docente e desvalorizam os conteúdos clássicos em detrimento das competências e habilidades, dos conhecimentos prévios e do cotidiano, em um processo que esvazia o trabalho do professor de ciências e colabora para sua alienação, reafirmando as condições objetivas e subjetivas, determinadas pelas contradições da lógica do capital, às quais é submetido.
The present study aimed to analyze the actual Science curricular policy of Sao Paulo state, seeking to identify, in the same, characteristics that can contribute to the process of alienation of the science teacher work. In this way, historical-critical pedagogy was adopted as theoretical-methodological reference, based on analyzes of the relations between teacher's work and curricular educational policies within the logic of historical-dialectical materialism. It was assumed that, in a capitalist society, policies are determined in order to collaborate for the alienation of the worker, in this case, for the alienation of the science teacher. The Official Curriculum of Sciences of the state of São Paulo, organized as part of the implementation of the "São Paulo Faz Escola" program, as well as its supporting material, the “Cadernos do Professor e do Aluno”, were the basis of the analysis. In order to demonstrate possible mechanisms of control of the pedagogical process, of alienation between: the teacher of sciences and its product (the socialization of systematized knowledge in order to humanize individuals), its process, its development as an individual and its relationship with others human beings, we adopt as categories of analysis: intentionality in the mode of elaboration, in which it was studied, considering the way in which it was proposed, its structure and the context from which it was established; the intentionality in adopting a pedagogical perspective, considering principles and conceptions from which the curriculum is organized; intentionality in the selection of contents and intentionality in the selection of the form, with an analysis focusing on the “Situações de aprendizagem” present in the support material. The results obtained point to the implications of neoliberal ideal in the determination of educational policies, a defense of conceptions that work in favor of the control of teaching work and devalue the classic content to the detriment of the skills and abilities, the previous knowledge and the daily life, in a process that empties the work of the science teacher and contributes to theirs alienation, reaffirming the objective and subjective conditions determined by the contradictions of the logic of capital to which he is subjected.
The present study aimed to analyze the actual Science curricular policy of Sao Paulo state, seeking to identify, in the same, characteristics that can contribute to the process of alienation of the science teacher work. In this way, historical-critical pedagogy was adopted as theoretical-methodological reference, based on analyzes of the relations between teacher's work and curricular educational policies within the logic of historical-dialectical materialism. It was assumed that, in a capitalist society, policies are determined in order to collaborate for the alienation of the worker, in this case, for the alienation of the science teacher. The Official Curriculum of Sciences of the state of São Paulo, organized as part of the implementation of the "São Paulo Faz Escola" program, as well as its supporting material, the “Cadernos do Professor e do Aluno”, were the basis of the analysis. In order to demonstrate possible mechanisms of control of the pedagogical process, of alienation between: the teacher of sciences and its product (the socialization of systematized knowledge in order to humanize individuals), its process, its development as an individual and its relationship with others human beings, we adopt as categories of analysis: intentionality in the mode of elaboration, in which it was studied, considering the way in which it was proposed, its structure and the context from which it was established; the intentionality in adopting a pedagogical perspective, considering principles and conceptions from which the curriculum is organized; intentionality in the selection of contents and intentionality in the selection of the form, with an analysis focusing on the “Situações de aprendizagem” present in the support material. The results obtained point to the implications of neoliberal ideal in the determination of educational policies, a defense of conceptions that work in favor of the control of teaching work and devalue the classic content to the detriment of the skills and abilities, the previous knowledge and the daily life, in a process that empties the work of the science teacher and contributes to theirs alienation, reaffirming the objective and subjective conditions determined by the contradictions of the logic of capital to which he is subjected.
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Palavras-chave
Política educacional curricular, Trabalho docente, Ensino de Ciências, Pedagogia Histórico-Crítica, Alienação, Curricular educational policy, Teaching work, Science educacion, Historical-Critical Pedagogy, Alienation