A inovação pedagógica na base nacional comum curricular: Língua portuguesa e Ciências da Natureza numa perspectiva Interdisciplinar

Abstract

This research, entitled “Pedagogical innovation in the National Common Curriculum Base: Portuguese Language and Natural Sciences in an Interdisciplinary Perspective”, addresses the theme of pedagogical innovation in the current curriculum policy. The study presented in the theoretical framework verifies concepts about curriculum, innovation, interdisciplinarity, as well as competences and performativity that emerged in the analysis. The authors who epistemologically supported this investigation were Saviani (2009), Carbonell (2002), Tardiff (2002), Ball (2005), Lopes and Macedo (2011), Cunha (2018), Diniz-Pereira (1999), Galiazzi (2018 ), GIL (1999), Singer (2015 - 2019), among others. We sought to gather data in order to answer the central research problem: How is pedagogical innovation present at BNCC, specifically in Portuguese Language and Science, in the final years of Elementary School, in an interdisciplinary perspective? The method used was documental, exploratory and descriptive research, with analysis based on the Discursive Textual Analysis – ATD – which culminated in the metatexts that make up this investigation. Based on documentary research and findings emerging from the ATD, the research found that there is a predominantly technological perspective of pedagogical innovation in BNCC, as well as regulatory and prescriptive, which hinders or inhibits innovative and interdisciplinary practices. From the results obtained, it can be said that the BNCC presents the regulatory innovation that meets the proposal based on the pedagogy of competences that constitute the Base. This perspective of curricular standardization and homogenization, which advocates a technical education and which meets the ideal of training to meet market demand, is the neoliberal vision of Education that advances towards public schools with the aim of privatization. Based on the results obtained, we emphasize the need to re-signify this normative and prescriptive Document that is part of a larger government policy and an attempt to market education. We cannot simply accept and implement what the Base imposes without due reflection and collective discussion to find ways to resist this neoliberal reform.