A PEDAGOGIA HISTÓRICO-CRÍTICA COMO RESISTÊNCIA À BNCC

DESAFIOS E PERSPECTIVAS NA FORMAÇÃO DE PEDAGOGOS

Abstract

This is a bibliographic-documentary study on the education of educators considering the current perspectives of education and curriculum policies. The theme is Historical-Critical Pedagogy as a possibility of resistance to education proposals that reduce educators to mere followers of a prescribed curriculum. The objective is to analyze the perspective of educators’ education in the Brazilian National Common Curricular Base (BNCC) and possibilities of confrontation supported by the bibliographic and documentary research. The study is justified by the fact that gradually the education of educators has focused on turning them into task performers, for example, the current attempt to provide education in practice and through practice during the BNCC implementation. The question we seek to answer is: How can the Historical-Critical Pedagogy contribute to the education of educators, from the resistance perspective to the education perspective proposed by the BNCC and BNC-Education? To achieve such purpose, we propose a discussion about the history of Pedagogy in Brazil. Next, we introduce the fundamentals and origins of the Historical-Critical Pedagogy. Finally, we analyze the current law and recent attempts to change teachers’ initial education, focusing on Pedagogy confrontation and resistance to the BNCC and the Resolution 002/2019, the BNC-Education. We conclude reporting that such curricular policies do not agree with the education concept proposed by the PHC, thus preventing the construction of academic-scientific thought that qualifies critical and emancipated individuals able to participate actively in their process of learning and transforming their social environment. For this reason, the formulation of another education proposal is required, one that is heterogeneous and caters for the most diverse learners’ interests and do not underestimate the teachers’ profession.