Base nacional comum curricular e educação escolar de adolescentes: uma análise à luz da pedagogia histórico-crítica e da psicologia histórico-cultural

• Ano de defesa: 2020
• Autor(a) principal: TOMAZIN, Silvio Santos
• Orientador(a): Anjos, Ricardo Eleutério dos
• Banca de defesa: Francisco, Marcos Vinícius , Viotto Filho, Irineu Aliprando Tuim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Oeste Paulista
• Programa de Pós-Graduação: Mestrado em Educação
• Departamento: Mestrado em Educação
• País: Brasil
• Palavras-chave em Português: BNCC do ensino médio; Adolescência; Pedagogia Histórico-Crítica; Psicologia Histórico-Cultural
• Palavras-chave em Inglês: BNCC of high school; Adolescence; Historical-Critical Pedagogy; Cultural-Historical Psychology
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bdtd.unoeste.br:8080/jspui/handle/jspui/1315

This work is linked to the research line 1: Public Policies in Education, Training Processes and Diversity of the Graduate Program in Education (PPGE) - Master’s and Doctorate, of UNOESTE, Campus de Presidente Prudente, SP. Based on a theoretical-conceptual and documentary research, based on the assumptions of historical-critical pedagogy and historical-cultural psychology, this dissertation aimed to analyze the limits of a teaching aligned with the new National Common Curriculum Base (BNCC) concerning the psychic development of high school adolescents. The study showed that an education planning aligned with BNCC does not allow full development in adolescence. The arguments used to defend the above hypothesis were taken from the critical analysis, whose results were as follows: a) an education centered on the student, which dichotomizes the teacher-student relationship, is unilateral and not integral; b) a skills development education is based on doing, so it is a unilateral education that dichotomizes theory and practice; c) an education that forms the adolescent simply for the labor market cannot be considered integral, but, yes, unilateral; d) an education that dichotomizes form and content in the development process in adolescence cannot be considered an integral education. In view of the analysis, the work presents the historical-cultural conception of adolescence as a contribution to the definition of the curriculum regarding school education in this stage of human development.