Bncc do ensino médio e trabalho pedagógico da escola: Propostas da audiência pública de brasília

Abstract

The drafting of the Brazilian High School Common Curriculum Base was marked by contradictory actions between the State and the social actors that claim for participation in the decisions that affect the Basic Education in Brazil. This paper is the result of a study carried out during the writing of the Final Opinion on the text of the Base and aims to consider High School BNCC implications in the pedagogic work of the school and in knowledge building. In a context marked by disputes among the several socio-state actors, public hearings have been organized in the five regions of the country, as a strategy to legitimate the text with civil society. During such meetings, participating entities delivered to the National Council of Education notes, technical assessments and motions to the final text. The data were obtained from the observation of the public hearing in Brasilia, from documents delivered by the entities and from the rapporteur's final opinion. The results demonstrate that the High School Base will affect the pedagogical work of the school, shirking the student's formation, standardizing knowledges, reinforcing the education duality for the different social groups and affecting teacher's autonomy, thus weakening their professionalism.