From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base

Detalhes bibliográficos
Autor(a) principal: Tedesco, Anderson Luiz
Data de Publicação: 2020
Outros Autores: Schwengber, Ivan Luís
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Estudios Teóricos y Epistemológicos en Política Educativa
Texto Completo: https://revistas.uepg.br/index.php/retepe/article/view/15157
Resumo: This paper originates from a reflection on the term competence (and skill), concepts widely discussed in Brazilian education policies until the homologation and publication process, on December 14th, 2018, of the National Common Curricular Base (Base Nacional Comum Curricular - BNCC). The objective was to understand that, in the process of elaborating and implementing the BNCC, the concepts of competence and skill revealed a principle of awareness. Therefore, the research problem aimed to ponder about the definition of awareness that gave theoretical support to the elaboration of the BNCC. When assuming a qualitative approach, it was a study whose methodological procedures were based on bibliographic research. Based on the results, subsidies of different proposals of awareness in thinking were identified from Edmund Husserl to Paulo Freire, which could contribute to the epistemological bases of the BNCC. It is concluded that, when there is no deep and democratic discussion on education policies, the worst of humanity is preserved: conservatism and obscurantism expressed in the concept of awareness as competence in the BNCC. Keywords: National Common Curricular Base. Awareness. Competence. Democracy.
id ReLePe-1_e80c84d9832524718799f9eb64a879e3
oai_identifier_str oai:uepg.br:article/15157
network_acronym_str ReLePe-1
network_name_str Revista de Estudios Teóricos y Epistemológicos en Política Educativa
repository_id_str
spelling From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base De Husserl a Freire: reflexiones sobre el concepto de competencia en la Base Nacional Común CurricularDe Husserl a Freire: reflexões sobre o conceito de competência na Base Nacional Comum CurricularThis paper originates from a reflection on the term competence (and skill), concepts widely discussed in Brazilian education policies until the homologation and publication process, on December 14th, 2018, of the National Common Curricular Base (Base Nacional Comum Curricular - BNCC). The objective was to understand that, in the process of elaborating and implementing the BNCC, the concepts of competence and skill revealed a principle of awareness. Therefore, the research problem aimed to ponder about the definition of awareness that gave theoretical support to the elaboration of the BNCC. When assuming a qualitative approach, it was a study whose methodological procedures were based on bibliographic research. Based on the results, subsidies of different proposals of awareness in thinking were identified from Edmund Husserl to Paulo Freire, which could contribute to the epistemological bases of the BNCC. It is concluded that, when there is no deep and democratic discussion on education policies, the worst of humanity is preserved: conservatism and obscurantism expressed in the concept of awareness as competence in the BNCC. Keywords: National Common Curricular Base. Awareness. Competence. Democracy.Este artículo se originó de una reflexión a respecto del término competencia (y habilidad), conceptos ampliamente discutidos en políticas educativas brasileñas hasta el proceso de homologación y de publicación, el 14 de diciembre de 2018, de la Base Nacional Común Curricular (BNCC) en Brasil. El objetivo fue comprender que, en el proceso de elaboración y de implementación de la BNCC, los conceptos de competencia y de habilidad revelaron un principio de conciencia. Por lo tanto, la problemática de investigación tuvo como objetivo reflexionar sobre la definición de conciencia que brindó soporte teórico para la elaboración de la BNCC. Se intentó, al adoptar un enfoque de carácter cualitativo, de un estudio cuyos procedimientos metodológicos se pautaron en la investigación bibliográfica. Con base en los resultados, fueron identificados subsidios de diferentes propuestas de conciencia en el pensamiento de Edmund Husserl a Paulo Freire, que podrían contribuir a las bases epistemológicas de la BNCC. Se concluyó que, cuando no hay una discusión profunda y democrática sobre políticas educativas, se preserva lo peor de la humanidad: el conservadurismo y el oscurantismo expresados ​​en el concepto de conciencia como una competencia en la BNCC. Palabras clave: Base Nacional Común Curricular. Concientización. Competencia. Democracia.Este artigo originou-se de uma reflexão a respeito do termo competência (e habilidade), conceitos amplamente discutidos em políticas educacionais brasileiras até o processo de homologação e de publicação, em 14 de dezembro de 2018, da Base Nacional Comum Curricular (BNCC). O objetivo foi compreender que, no processo de elaboração e de implementação da BNCC, os conceitos de competência e de habilidade revelaram um princípio de consciência. Por isso, a problemática de investigação almejou ponderar acerca da definição de consciência que deu sustento teórico para a elaboração da BNCC. Tratou-se, ao assumir-se uma abordagem de caráter qualitativo, de um estudo cujos procedimentos metodológicos se pautaram na pesquisa bibliográfica. Com base nos resultados, foram identificados subsídios de propostas diferentes de consciência no pensamento desde Edmund Husserl a Paulo Freire, que poderiam contribuir nas bases epistemológicas da BNCC. Conclui-se que, quando não há uma discussão aprofundada e democrática em políticas educacionais, se preserva aquilo que é de pior na humanidade: o conservadorismo e o obscurantismo expressos no conceito de consciência como competência na BNCC.  Palavras-chave: Base Nacional Comum Curricular. Conscientização. Competência. Democracia.UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe2020-05-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/retepe/article/view/1515710.5212/retepe.v.5.15157.010Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 5 (2020); 1-122409-3696reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativainstname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)instacron:ReLePeporhttps://revistas.uepg.br/index.php/retepe/article/view/15157/209209213310Copyright (c) 2020 Revista de Estudios Teóricos y Epistemológicos en Política Educativainfo:eu-repo/semantics/openAccessTedesco, Anderson LuizSchwengber, Ivan Luís2023-07-21T16:49:37Zoai:uepg.br:article/15157Revistahttps://revistas.uepg.br/index.php/retepeONGhttps://revistas.uepg.br/index.php/retepe/oai||editores@relepeenrevista.org2409-36962409-3696opendoar:2023-07-21T16:49:37Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)false
dc.title.none.fl_str_mv From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
De Husserl a Freire: reflexiones sobre el concepto de competencia en la Base Nacional Común Curricular
De Husserl a Freire: reflexões sobre o conceito de competência na Base Nacional Comum Curricular
title From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
spellingShingle From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
Tedesco, Anderson Luiz
title_short From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
title_full From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
title_fullStr From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
title_full_unstemmed From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
title_sort From Husserl to Freire: reflections on the concept of competence on the National Common Curricular Base
author Tedesco, Anderson Luiz
author_facet Tedesco, Anderson Luiz
Schwengber, Ivan Luís
author_role author
author2 Schwengber, Ivan Luís
author2_role author
dc.contributor.author.fl_str_mv Tedesco, Anderson Luiz
Schwengber, Ivan Luís
description This paper originates from a reflection on the term competence (and skill), concepts widely discussed in Brazilian education policies until the homologation and publication process, on December 14th, 2018, of the National Common Curricular Base (Base Nacional Comum Curricular - BNCC). The objective was to understand that, in the process of elaborating and implementing the BNCC, the concepts of competence and skill revealed a principle of awareness. Therefore, the research problem aimed to ponder about the definition of awareness that gave theoretical support to the elaboration of the BNCC. When assuming a qualitative approach, it was a study whose methodological procedures were based on bibliographic research. Based on the results, subsidies of different proposals of awareness in thinking were identified from Edmund Husserl to Paulo Freire, which could contribute to the epistemological bases of the BNCC. It is concluded that, when there is no deep and democratic discussion on education policies, the worst of humanity is preserved: conservatism and obscurantism expressed in the concept of awareness as competence in the BNCC. Keywords: National Common Curricular Base. Awareness. Competence. Democracy.
publishDate 2020
dc.date.none.fl_str_mv 2020-05-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/retepe/article/view/15157
10.5212/retepe.v.5.15157.010
url https://revistas.uepg.br/index.php/retepe/article/view/15157
identifier_str_mv 10.5212/retepe.v.5.15157.010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/retepe/article/view/15157/209209213310
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista de Estudios Teóricos y Epistemológicos en Política Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista de Estudios Teóricos y Epistemológicos en Política Educativa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe
publisher.none.fl_str_mv UEPG e Red de Estudios Teóricos y Epistemológicos en Política Educativa - ReLePe
dc.source.none.fl_str_mv Revista de Estudios Teóricos y Epistemológicos en Política Educativa; v. 5 (2020); 1-12
2409-3696
reponame:Revista de Estudios Teóricos y Epistemológicos en Política Educativa
instname:Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)
instacron:ReLePe
instname_str Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)
instacron_str ReLePe
institution ReLePe
reponame_str Revista de Estudios Teóricos y Epistemológicos en Política Educativa
collection Revista de Estudios Teóricos y Epistemológicos en Política Educativa
repository.name.fl_str_mv Revista de Estudios Teóricos y Epistemológicos en Política Educativa - Red Latinoamericana de Estudios Epistemológicos en Política Educativa (ReLePe)
repository.mail.fl_str_mv ||editores@relepeenrevista.org
_version_ 1808858584056856576

Registros relacionados