A pedagogia das competências e a formação crítico-humanizadora: olhares sobre a BNC-Formação e a Formação Docente

Abstract

This research discusses the Pedagogy of Competencies inserted in the new National Curricular Guidelines for Teacher Training in undergraduate courses. The aim was to analyze the legal documents (BNC-Training) and the Opinions and Resolutions directed at these courses, in order to understand the divergences from what is proposed in these new documents, as well as the perspective of a critical-humanizing training based on a humanizing anthropology. The general objective of the thesis is to analyze, in the curricular documents directed at teacher training, the presence of the neoliberal perspective, through the insertion of the Pedagogy of Competencies, which opposes a critical-humanizing conception of training. The research is configured by the methodological path of a qualitative approach, of a basic nature, with exploratory-analytical objectives, since it proposes to analyze and describe the characteristics of the documents studied based on procedures of documentary research, bibliography and literature review. It is assumed that curricular changes constitute elements of implementation of a proposal arising from neoliberal mercantile logic. The epistemological perspective that permeates the view and reflections of this study is critical. The theoretical premises that anchor it are configured around the issue of curriculum as a way of amalgamating subjects, based on the provision of quality. Thus, the content analysis was carried out according to the proposal of Bardin (2016), presenting the emphasized lexical terms that configure the presence of the neoliberal perspective in BNC-Formação from the perspective of critical curricular theories, which base their theoretical plan on Marxist conceptions. The main authors used were: Dardot and Laval (2016), to discuss the influences of Neoliberalism; Ramos (2011) and Sacristán (2011), to address the Pedagogy of Competencies; Saviani (2013), Freitas (2018) and Libâneo (2019), to explore the influences of the neoliberal perspective and its insertion in the context of education and, also, Libâneo (2019), Saviani (2013), Freire (2018), Charlot (2019) and Laval; Vergne (2023) to discuss the formative curriculum. The main conclusions of the study were: (a) that curricular changes focused on competencies and skills constitute a neoliberal ruse that dehumanizes and promotes barbarism; that such changes are inconsistent with a critical-humanizing education, since they alienate the subjects, since the processes are governed by the economic market; that they use the discourse of quality in education as a discursive fallacy, using lexicons to entangle those involved; that the resumption of Resolution No. 2/2015 flows as a possible alternative, but moves towards the construction of a new document. Therefore, at the end of the study, proposals for actions are presented from a critical-humanizing perspective based on an anthropology that is also humanizing for teacher training.