Implementação da Base Nacional Comum Curricular do Ensino Médio em uma escola pública de São Paulo: do discurso oficial às práticas curriculares
Data
2024-04-26
Tipo
Tese de doutorado
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Resumo
O Ensino Médio brasileiro é uma etapa da escolarização marcada por problemas de identidade e finalidade. Historicamente essa etapa de ensino têm se caracterizado pela dualidade marcada ora pela concepção de ensino propedêutico com vistas à continuidade no ensino superior e outra pela terminalidade com profissionalização precoce, além de ainda estar em processo de universalização. Também são característicos dessa etapa os maiores índices de evasão e abandono na educação básica. Sob o discurso de modernização, o governo federal edita a Medida Provisória 746 em outubro de 2016 que no ano seguinte seria convertida na Lei 13.415, conhecida como Reforma do Ensino Médio e promulga a Base Nacional Comum Curricular (BNCC) com a proclamada intenção de diminuir a fragmentação disciplinar, aumentar a carga horária, promover a educação integral e flexibilizar o percurso formativo, além de garantir aprendizagens essenciais para todos os estudantes. Considerando isso, o objetivo da presente tese foi investigar como foram implementadas as alterações curriculares da Lei 13.415/2017 e da Base Nacional Comum Curricular em uma escola pública estadual da cidade de São Paulo, com intenção de investigar quais sentidos e significados estão sendo construídos nas unidades escolares e verificar aproximações e distanciamentos do discurso reformador. Para tanto, a investigação contou com três fontes: entrevistas semiestruturadas com gestores escolares, professores e alunos das séries nas quais a nova proposta está sendo interpretada; análise das matrizes curriculares proposta na escola e análise da Lei 13.415/2017, da BNCC e do Currículo Paulista tendo como referência a Teoria Crítica da Sociedade, principalmente conceitos desenvolvidos por Adorno, Horkheimer e Marcuse. Os resultados da pesquisa mostraram que os problemas que a reforma pretendia resolver estão sendo intensificados, principalmente no que se refere ao esvaziamento conceitual e consequente desenvolvimento de pseudoformação materializada por meio do primado da pedagogia das competências. Essa circunscreve a formação à sua dimensão instrumental. Além disso, foi constatada evidente pulverização disciplinar expressa no aumento exponencial de componentes curriculares nas matrizes estaduais. Também se observou a administração estrita dos processos escolares e de seu tempo, no sentido de controle dos sujeitos e de sua atividade com vistas à produção de resultados mensuráveis acerca do desempenho escolar. Ademais, a análise revelou que o aumento na prescrição das orientações curriculares acaba por liquidar o sujeito e reduzir a capacidade do currículo de produzir formação cultural com vistas ao desenvolvimento de pessoas críticas. A influência do setor produtivo por meio de suas fundações foi evidenciada e reflete o papel da ideologia neoliberal nas políticas públicas da educação, atuando para manutenção de sua hegemonia na totalidade. Também foi verificado que o discurso em favor do protagonismo discente e da flexibilização curricular se distancia da realidade, uma vez que a forma como os itinerários formativos foram oferecidos não possibilitou que as opções dos estudantes fossem verdadeiramente contempladas. Os elementos listados expõem o projeto de sociedade almejado pelas políticas públicas estudadas e refletem as contradições do Esclarecimento na medida em que simultaneamente realizam progresso técnico e aprimoramento de processos educacionais e dificultam qualquer possibilidade de formação humana esclarecida, crítica e emancipada.
Brazilian High School is a stage of education marked by issues of identity and purpose. Historically, this educational stage has been characterized by duality, sometimes emphasizing a propaedeutic teaching conception with the aim of continuity in higher education, and at other times emphasizing terminality with early professionalization, all while still in the process of universalization. Additionally, this stage is characterized by the highest rates of attrition and abandonment in basic education. Under the discourse of modernization, the federal government issued Provisory Measure 746 in October 2016, which the following year would be converted into Law 13.415, known as the High School Reform, and promulgated the Common Core National Curriculum with the proclaimed intention of reducing disciplinary fragmentation, increasing workload, promoting comprehensive education, and flexibilizing the formative path, while ensuring essential learning for all students. Considering this, the objective of this thesis was to investigate how the curricular changes of Law 13.415/2017 and the Common Core National Curriculum were implemented in a public state school in the city of São Paulo, with the intention of exploring witch senses and meanings are being constructed in educational units and verifying convergences and divergences from the reformist discourse. To this end, the investigation relied on three sources: semi-structured interviews with school administrators, teachers, and students from the grades in which the new proposal is being interpreted; analysis of the curriculum matrices proposed in the school; and analysis of Law 13,415/2017, the BNCC, and the São Paulo Curriculum, with reference to Critical Theory of Society, particularly concepts developed by Adorno, Horkheimer, and Marcuse. The research results showed that the problems the reform aimed to solve are being intensified, particularly concerning conceptual emptiness and the consequent development of pseudo-formation, manifested through the primacy of competency-based pedagogy that confines education to its instrumental dimension. Furthermore, an evident disciplinary spread was found expressed in the exponential increase of curriculum components in state matrices. There was also observed a strict administration of school processes and time, intended for controlling subjects and their activity to produce measurable results regarding academic performance. Moreover, the analysis revealed that the increase in the prescription of curricular guidelines ends up annihilating the subject and reducing the curriculum's capacity to produce cultural formation with the objective of developing critical individuals. The influence of the productive sector through its foundations was evident and reflects the role of neoliberal ideology in public education policies, acting to maintain its hegemony in totality. Furthermore, it was also found that the discourse in favor of student protagonism and curricular flexibilization distances itself from reality, as the way formative pathways were offered did not truly allow students' options to be considered. The listed elements expose the society project desired by the public policies studied and reflect the contradictions of Enlightenment as they simultaneously achieve technical progress and improvement of educational processes while hindering any possibility of enlightened, critical, and emancipated human formation.
Brazilian High School is a stage of education marked by issues of identity and purpose. Historically, this educational stage has been characterized by duality, sometimes emphasizing a propaedeutic teaching conception with the aim of continuity in higher education, and at other times emphasizing terminality with early professionalization, all while still in the process of universalization. Additionally, this stage is characterized by the highest rates of attrition and abandonment in basic education. Under the discourse of modernization, the federal government issued Provisory Measure 746 in October 2016, which the following year would be converted into Law 13.415, known as the High School Reform, and promulgated the Common Core National Curriculum with the proclaimed intention of reducing disciplinary fragmentation, increasing workload, promoting comprehensive education, and flexibilizing the formative path, while ensuring essential learning for all students. Considering this, the objective of this thesis was to investigate how the curricular changes of Law 13.415/2017 and the Common Core National Curriculum were implemented in a public state school in the city of São Paulo, with the intention of exploring witch senses and meanings are being constructed in educational units and verifying convergences and divergences from the reformist discourse. To this end, the investigation relied on three sources: semi-structured interviews with school administrators, teachers, and students from the grades in which the new proposal is being interpreted; analysis of the curriculum matrices proposed in the school; and analysis of Law 13,415/2017, the BNCC, and the São Paulo Curriculum, with reference to Critical Theory of Society, particularly concepts developed by Adorno, Horkheimer, and Marcuse. The research results showed that the problems the reform aimed to solve are being intensified, particularly concerning conceptual emptiness and the consequent development of pseudo-formation, manifested through the primacy of competency-based pedagogy that confines education to its instrumental dimension. Furthermore, an evident disciplinary spread was found expressed in the exponential increase of curriculum components in state matrices. There was also observed a strict administration of school processes and time, intended for controlling subjects and their activity to produce measurable results regarding academic performance. Moreover, the analysis revealed that the increase in the prescription of curricular guidelines ends up annihilating the subject and reducing the curriculum's capacity to produce cultural formation with the objective of developing critical individuals. The influence of the productive sector through its foundations was evident and reflects the role of neoliberal ideology in public education policies, acting to maintain its hegemony in totality. Furthermore, it was also found that the discourse in favor of student protagonism and curricular flexibilization distances itself from reality, as the way formative pathways were offered did not truly allow students' options to be considered. The listed elements expose the society project desired by the public policies studied and reflect the contradictions of Enlightenment as they simultaneously achieve technical progress and improvement of educational processes while hindering any possibility of enlightened, critical, and emancipated human formation.
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Citação
PIVA, A. Implementação da Base Nacional Comum Curricular do Ensino Médio em uma escola pública de São Paulo: do discurso oficial às práticas curriculares. Tese (Doutorado em Educação e Saúde na Infância e na Adolescência). UNIFESP: Universidade Federal De São Paulo. Faculdade de Filosofia, Ciências e Letras.