Árvore velha, raízes profundas e os frutos? As ciências da natureza e matemática no novo ensino médio à luz da pedagogia histórico-crítica

Abstract

The present work proposes to present a critical analysis of the New High School in matters concerning Natural Science and Mathematics. In the light of Historical-Critical Pedagogy, we developed this research according to the philosophical foundations of historical-dialectical materialism. We consider the historical-critical approach to education as a very important theoretical lens for our understanding of the mercantile, neoliberal and reductionist issues of the creation of the New High School and its consequences. We focus as a research cut on the 10 General Competencies of the BNCC and the specificities of the competencies of Natural Sciences and Mathematics and their technologies. The research was structured to respond to central objective of the research, make a dialectical critical analysis of the 3 competencies of (BNCC) in the question Of Nature Sciences and the 5 competencies of Mathematics and its technologies in line with the 10 general competencies of the BNCC of High School for which the methodological path chosen was documental research. We made a dense historical journey analyzing the Legislations, Opinions, PNE, Curricular Policy Guidelines and Documents that were sanctioned for the regulation of High School in Brazil and the referrals of the Reform of the same. This documental investigation was based on the methodology founded on historical-dialectical materialism under the conception of Historical-Critical Pedagogy and its approaches to the importance of knowledge for the liberation of the historicalsocial being. This process of interpretation of reality generated meta-analytic texts that are composing the interpretative contexts of the 3 competences proposed by the BNCC in Natural Sciences and of the 5 Competencies of Mathematics and its technologies. We understand that historical-critical pedagogy does not give education the power of direct social transformation, so it is a mediator and not a redeemer of the ills of society, not having an autonomous and independent operation of social structures. We evidenced in the research that education must be committed to raising consciousness as a fundamental part of social transformation and despite fallacies of renewal there are many controversial points, old since LDB 5692/71 that have come back to the fore. This, especially in flexibility, autonomy and pedagogy of competences. One of the most controversial points of this reform concerns the curricular organization and training itineraries, serving the control and measurement bodies of results. We have in vogue a simplified education with a process of training and lightening of formation to attend the structuring of the capital. There is little commitment to the effectiveness and intentionality of the educational act. The tree is old, the roots are deep and the fruits generated by the NEM look big, lush, but they were ripened with carbide in 52 days of an illegitimate government and some became bitter. But, there is still time to weed the beautiful old tree!