The Pedagogy of skills in the Sergipe curriculum of New High School

• Autor(a) principal: Nascimento, Luanne Michella Bispo
• Data de Publicação: 2022
• Outros Autores: Araújo, Maria Inêz Oliveira, D’Ambrosio, Izabel Silva Souza, Marcondes, Rosana Maria Santos Torres, Santos, Paula Tauana, Santos, Willian Lima
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• DOI: 10.33448/rsd-v11i7.29856
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/29856
• topic: Plan de Estudios de Sergipe; Enseñanza; Nueva Escuela Secundaria; Pedagogía de las Competencias; Pedagogía de la Complejidad.; Currículo de Sergipe; Ensino; Novo Ensino Médio; Pedagogia da Complexidade; Pedagogia das Competências.; Sergipe Curriculum; Teaching; New High School; Pedagogy of Competencies; Pedagogy of Complexity.

In this article, we seek to analyze and understand the theoretical bases that guide the curriculum reform of the New High School (NEM), as well as the Sergipe Curriculum (CS) of High School (EM). The study has a qualitative nature, of an exploratory bibliographic nature. Through the documental analysis of the BNCC and the CS of the EM, we raised reflections on the context of the Brazilian NEM, which, despite being considered innovative, is anchored in discussions that go back to past times. The analysis revealed a market logic underlying Sergipe's curricular device, as the propositions mainly aim to improve proficiency in assessment exams and the development of skills to enter the job market. In addition, an invisibility of socioeconomic, cultural and environmental diversity in the proposed skills and competences was evidenced. The founding curriculum theory of Sergipe's curriculum is the traditional one. In place of Pedagogy of Competencies, in which the propositions of Sergipe's curricular device are anchored, we propose that educators adopt the Pedagogy of Complexity to subvert the neoliberal logic imposed by reformist changes.