A pedagogia das competências na base nacional comum curricular: aspectos ideológicos e hegemônicos nas competências gerais

• Ano de defesa: 2023
• Autor(a) principal: Fernandes, Nubia Lucas
• Orientador(a): Almeida, Renato Barros de
• Banca de defesa: Mesquita, Maria Cristina das Graças Dutra , Silva, Kátia Augusta Curado Pinheiro Cordeiro da , Mohn, Rodrigo Fideles Fernandes , Ane, Rodrigo Roncato Marques
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Pedagogia das competências.; BNCC; Currículo; Ideologia; Hegemonia
• Palavras-chave em Inglês: Pedagogy of competences; Curriculum; Ideology; Hegemony
• Área do conhecimento CNPq: Ciências Humanas; Teologia
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/4984

The pedagogy of skills in the curriculum based on the set of general BNCC skills is the theme of this master's research in the State, Policies and Educational Institutions research line. The complexity in understanding the concept of advanced competence beyond the current mode of production, capitalism. There is a real need for specific objects and skills, subjects that dominate the highest knowledge constructed by humanity historically, as proposed by PHC, however, the proposal for skills pedagogy at BNCC is anchored in individualism, entrepreneurship and competitiveness posed by neoliberalism. In the analysis of this theme, research gaps emerged for future discussions: first, a conception of competence socially referenced for the construction of another hegemony that leads to full human emancipation; and second, a philosophy of praxis for the development of socially referenced skills. Education, as a social and human science, in the development of the conception of a pedagogy of skills of a socially referenced nature needs to consider the ontological, epistemological and teleological aspects. The method of analysis for this investigation is based on historical-dialectical materialism due to the object's need to develop through historicity, mediation and contradiction of the capitalist mode of production together with its ideological and hegemonic character. To capture the object in its real movement, we use documentary analysis as a methodology, in a time frame from 1990 to 2023, given that the documents under analysis represent a source of recorded information on certain educational policies based on neoliberalism in Brazil. A thorough analysis of the selected documents is rigorously carried out to ensure the reliability of the information presented therein. In the present research, the search for the definition of competence arose from the problem of which conceptions of competence are in the National Common Curricular Base and which elements surround general competences. The main objective is to understand the set of general competencies of the BNCC and the training concept established in the Brazilian educational project through curriculum policy. From this, there is the development of three other objectives for the development of the research: first, to identify the theoretical foundations that support in the light of the pedagogy of skills; second, understand the concept of curriculum produced by curriculum experts in the field of education, considering its multiple determinations; and discusses the way in which the determinations incident to Brazilian school education constitute and constitute the general competencies applicable in the BNCC with its ideological and hegemonic aspects. The results of this analysis point to the strong influence of international/multilateral organizations that construct curricular policies for the formation of a certain type of subject that is associated with individualism, entrepreneurship and the competitiveness of capitalist society. There is a strong need for another BNCC as hegemony, which needs to be discussed and disputed widely in Brazilian school education in a way that leads to full human emancipation and that considers the philosophy of praxis for the development of these skills