O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/18757 |
Resumo: | This research is inserted in the field of educational curricular policies and aimed to study the National Common Curricular Base (BNCC), intending to identify similarities with elements of neoliberal ideas for education and to understand the consequences of its proposals for teaching work, from the perspective of teachers from a state school, which participates in the Integral Teaching Program (PEI), of high school in São Carlos. After identifying the interferences from neoliberal ideology in the educational policies of the Brazilian basic education, topics of the BNCC were analyzed in order to discern tendencies to the neoliberal ideology. Therefore, the research is characterized as qualitative, bibliographic and field, in which the steps of bibliographical and documentary survey, semi-structured interviews, data triangulation and content analysis were carried out. In light of the contributions of Pierre Bourdieu's theory, we analyzed the process of internalization of neoliberal ideology at school, guiding people to the mercantile logic, by changing their practices and professional habitus. We verified that several characteristic elements of the neoliberal ideology are placed for the educational sector, for students and teachers, depositing in them the commitment with the economy and with the resolution of social problems. Competitiveness, creativity and entrepreneurship are reinforced as essential skills for personal development, citizenship and employability, encouraged by youth protagonism. Thus, several aspects of the BNCC are close to elements of neoliberal ideas and imply a significant formative fragility, revealing challenges for democracy, justice and social inclusion, values set out throughout the document. Regarding the consequences for the teaching work, we verified that the intensification of the workloads and countless demands of the PEI are factors that compromise the availability and dedication of the teachers to the study of the proposals and curriculum that are being implemented in Basic Education. The implementation process of the BNCC, a national project designed as a response to the idea of an educational crisis to be contained, also reinforced teacher blaming and the role of individuality in the issue of Brazilian education. In the light of Pierre Bourdieu, we analyze that the delimitation of the way of doing the pedagogical action enable the imposition of a cultural arbitrariness and the internalization of the neoliberal ideology in the school. By dissimulating the imposition of a dominant culture as legitimate and common to all, the school institution tends to legitimize social privileges and reproduce the neoliberal logic as a reference. We hope that the results of this study will provide reflections on the BNCC and contribute to the expansion of discussions on Brazilian educational policies. |
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Tassoni, Raquel FrancoFernandes, Maria Cristina da Silveira Galanhttp://lattes.cnpq.br/5786385589553214Mattos, Hellen Cristina Xavier da Slvahttp://lattes.cnpq.br/8605625866125060http://lattes.cnpq.br/9617907814174323https://orcid.org/0000-0002-6682-2432https://orcid.org/0000-0002-8415-9400https://orcid.org/0000-0002-2865-80291de23d79-664c-46d4-98ce-98c9b983bad72023-10-11T13:15:21Z2023-10-11T13:15:21Z2023-03-07TASSONI, Raquel Franco. O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente. 2023. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18757.https://repositorio.ufscar.br/handle/ufscar/18757This research is inserted in the field of educational curricular policies and aimed to study the National Common Curricular Base (BNCC), intending to identify similarities with elements of neoliberal ideas for education and to understand the consequences of its proposals for teaching work, from the perspective of teachers from a state school, which participates in the Integral Teaching Program (PEI), of high school in São Carlos. After identifying the interferences from neoliberal ideology in the educational policies of the Brazilian basic education, topics of the BNCC were analyzed in order to discern tendencies to the neoliberal ideology. Therefore, the research is characterized as qualitative, bibliographic and field, in which the steps of bibliographical and documentary survey, semi-structured interviews, data triangulation and content analysis were carried out. In light of the contributions of Pierre Bourdieu's theory, we analyzed the process of internalization of neoliberal ideology at school, guiding people to the mercantile logic, by changing their practices and professional habitus. We verified that several characteristic elements of the neoliberal ideology are placed for the educational sector, for students and teachers, depositing in them the commitment with the economy and with the resolution of social problems. Competitiveness, creativity and entrepreneurship are reinforced as essential skills for personal development, citizenship and employability, encouraged by youth protagonism. Thus, several aspects of the BNCC are close to elements of neoliberal ideas and imply a significant formative fragility, revealing challenges for democracy, justice and social inclusion, values set out throughout the document. Regarding the consequences for the teaching work, we verified that the intensification of the workloads and countless demands of the PEI are factors that compromise the availability and dedication of the teachers to the study of the proposals and curriculum that are being implemented in Basic Education. The implementation process of the BNCC, a national project designed as a response to the idea of an educational crisis to be contained, also reinforced teacher blaming and the role of individuality in the issue of Brazilian education. In the light of Pierre Bourdieu, we analyze that the delimitation of the way of doing the pedagogical action enable the imposition of a cultural arbitrariness and the internalization of the neoliberal ideology in the school. By dissimulating the imposition of a dominant culture as legitimate and common to all, the school institution tends to legitimize social privileges and reproduce the neoliberal logic as a reference. We hope that the results of this study will provide reflections on the BNCC and contribute to the expansion of discussions on Brazilian educational policies.Esta pesquisa está inserida no campo das políticas curriculares educacionais e objetivou o estudo da Base Nacional Comum Curricular (BNCC), com vistas a identificar similaridades com elementos do ideário neoliberal para a educação e compreender os desdobramentos de suas propostas para o trabalho docente, na perspectiva de professores de uma escola estadual, participante do Programa de Ensino Integral (PEI), de ensino médio de São Carlos. A partir da identificação das interferências do ideário neoliberal nas políticas educacionais da educação básica brasileira, foram analisados tópicos da BNCC a fim de discernir tendências ao ideário neoliberal. Para tanto, a pesquisa se caracteriza como qualitativa, bibliográfica e de campo, na qual foram realizadas as etapas de levantamento bibliográfico e documental, entrevistas semiestruturadas, triangulação de dados e análise de conteúdo. À luz das contribuições da teoria de Pierre Bourdieu, analisamos o processo de internalização do ideário neoliberal na escola, orientando as pessoas à lógica mercantil, ao alterar suas práticas e habitus profissional. Verificamos que diversos elementos característicos do ideário neoliberal são colocados para o setor educacional, para estudantes e professores, depositando neles o compromisso com a economia e com a resolução dos problemas sociais. A competitividade, a criatividade e o empreendedorismo são reforçados como competências essenciais para o desenvolvimento pessoal, da cidadania e da empregabilidade, estimulados pelo protagonismo juvenil. Assim, diversos aspectos da BNCC se aproximam de elementos do ideário neoliberal e implicam uma significativa fragilidade formativa, revelando desafios para a democracia, justiça e inclusão social, valores dispostos ao longo de todo o documento. Com relação aos desdobramentos para o trabalho docente, verificamos que a intensificação das jornadas e demandas inúmeras da escola PEI são fatores que comprometem a disponibilidade e dedicação dos professores ao estudo das propostas e currículos que estão sendo implementados na Educação Básica. O processo de implementação da BNCC, projeto nacional elaborado como resposta à ideia de uma crise educacional a ser contida, também reforçou a culpabilização docente e a ação da individualidade na problemática da educação brasileira. À luz de Pierre Bourdieu, analisamos que a delimitação do modo de fazer da ação pedagógica viabiliza a imposição de um arbitrário cultural e a internalização do ideário neoliberal na escola. Ao dissimular a imposição de uma cultura dominante como legítima e comum a todos, a instituição escolar tende a legitimar privilégios sociais e a reproduzir a lógica neoliberal como referência. Esperamos que os resultados deste estudo propiciem reflexões sobre a BNCC e contribuam com a ampliação de discussões sobre as políticas educacionais brasileiras.Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)EDITAL PROPQ 001/2020 PIBIC, PIBIC-AF, PIBITI E ICTSR: seleção 2020 - 2021EDITAL PROPQ 001/2021 PIBIC, PIBIC-AF, PIBITI E ICTSR: seleção 2021 - 2022porUniversidade Federal de São CarlosCâmpus São CarlosPedagogia - PedL/DUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessIdeário NeoliberalEnsino médioBNCCPEIDocênciaCIENCIAS HUMANAS::EDUCACAOO ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docenteNeoliberal ideology in the National Common Curriculum Base (BNCC): developments for teaching workinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesis6006001f02d67c-3a75-407e-8558-49651ca7e564reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALO ideário neoliberal na BNCC_Desdobramentos para o trabalho docente.pdfO ideário neoliberal na BNCC_Desdobramentos para o trabalho docente.pdfTCCapplication/pdf1604066https://repositorio.ufscar.br/bitstream/ufscar/18757/1/O%20ide%c3%a1rio%20neoliberal%20na%20BNCC_Desdobramentos%20para%20o%20trabalho%20docente.pdf451ffa2edd6de9cbe446b93e3180583eMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8810https://repositorio.ufscar.br/bitstream/ufscar/18757/2/license_rdff337d95da1fce0a22c77480e5e9a7aecMD52TEXTO ideário neoliberal na BNCC_Desdobramentos para o trabalho docente.pdf.txtO ideário neoliberal na BNCC_Desdobramentos para o trabalho docente.pdf.txtExtracted texttext/plain185553https://repositorio.ufscar.br/bitstream/ufscar/18757/3/O%20ide%c3%a1rio%20neoliberal%20na%20BNCC_Desdobramentos%20para%20o%20trabalho%20docente.pdf.txtebb7ee69441bc48a2dea2b25cc906026MD53ufscar/187572024-05-14 17:17:09.61oai:repositorio.ufscar.br:ufscar/18757Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222024-05-14T17:17:09Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente |
dc.title.alternative.eng.fl_str_mv |
Neoliberal ideology in the National Common Curriculum Base (BNCC): developments for teaching work |
title |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente |
spellingShingle |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente Tassoni, Raquel Franco Ideário Neoliberal Ensino médio BNCC PEI Docência CIENCIAS HUMANAS::EDUCACAO |
title_short |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente |
title_full |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente |
title_fullStr |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente |
title_full_unstemmed |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente |
title_sort |
O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente |
author |
Tassoni, Raquel Franco |
author_facet |
Tassoni, Raquel Franco |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9617907814174323 |
dc.contributor.authororcid.por.fl_str_mv |
https://orcid.org/0000-0002-6682-2432 |
dc.contributor.advisor1orcid.por.fl_str_mv |
https://orcid.org/0000-0002-8415-9400 |
dc.contributor.advisor-co1orcid.por.fl_str_mv |
https://orcid.org/0000-0002-2865-8029 |
dc.contributor.author.fl_str_mv |
Tassoni, Raquel Franco |
dc.contributor.advisor1.fl_str_mv |
Fernandes, Maria Cristina da Silveira Galan |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5786385589553214 |
dc.contributor.advisor-co1.fl_str_mv |
Mattos, Hellen Cristina Xavier da Slva |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/8605625866125060 |
dc.contributor.authorID.fl_str_mv |
1de23d79-664c-46d4-98ce-98c9b983bad7 |
contributor_str_mv |
Fernandes, Maria Cristina da Silveira Galan Mattos, Hellen Cristina Xavier da Slva |
dc.subject.por.fl_str_mv |
Ideário Neoliberal Ensino médio BNCC PEI Docência |
topic |
Ideário Neoliberal Ensino médio BNCC PEI Docência CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This research is inserted in the field of educational curricular policies and aimed to study the National Common Curricular Base (BNCC), intending to identify similarities with elements of neoliberal ideas for education and to understand the consequences of its proposals for teaching work, from the perspective of teachers from a state school, which participates in the Integral Teaching Program (PEI), of high school in São Carlos. After identifying the interferences from neoliberal ideology in the educational policies of the Brazilian basic education, topics of the BNCC were analyzed in order to discern tendencies to the neoliberal ideology. Therefore, the research is characterized as qualitative, bibliographic and field, in which the steps of bibliographical and documentary survey, semi-structured interviews, data triangulation and content analysis were carried out. In light of the contributions of Pierre Bourdieu's theory, we analyzed the process of internalization of neoliberal ideology at school, guiding people to the mercantile logic, by changing their practices and professional habitus. We verified that several characteristic elements of the neoliberal ideology are placed for the educational sector, for students and teachers, depositing in them the commitment with the economy and with the resolution of social problems. Competitiveness, creativity and entrepreneurship are reinforced as essential skills for personal development, citizenship and employability, encouraged by youth protagonism. Thus, several aspects of the BNCC are close to elements of neoliberal ideas and imply a significant formative fragility, revealing challenges for democracy, justice and social inclusion, values set out throughout the document. Regarding the consequences for the teaching work, we verified that the intensification of the workloads and countless demands of the PEI are factors that compromise the availability and dedication of the teachers to the study of the proposals and curriculum that are being implemented in Basic Education. The implementation process of the BNCC, a national project designed as a response to the idea of an educational crisis to be contained, also reinforced teacher blaming and the role of individuality in the issue of Brazilian education. In the light of Pierre Bourdieu, we analyze that the delimitation of the way of doing the pedagogical action enable the imposition of a cultural arbitrariness and the internalization of the neoliberal ideology in the school. By dissimulating the imposition of a dominant culture as legitimate and common to all, the school institution tends to legitimize social privileges and reproduce the neoliberal logic as a reference. We hope that the results of this study will provide reflections on the BNCC and contribute to the expansion of discussions on Brazilian educational policies. |
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2023 |
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2023-10-11T13:15:21Z |
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2023-10-11T13:15:21Z |
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2023-03-07 |
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TASSONI, Raquel Franco. O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente. 2023. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18757. |
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TASSONI, Raquel Franco. O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente. 2023. Trabalho de Conclusão de Curso (Graduação em Pedagogia) – Universidade Federal de São Carlos, São Carlos, 2023. Disponível em: https://repositorio.ufscar.br/handle/ufscar/18757. |
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