High School Counter-Reformation and BNCC

a renewed dimension of the pedagogy of competences?

Abstract

The text tries to discuss the notion of competence within the scope of the “new” high school and the current counter-reform of the Brazilian education curriculum, in view of the continuities and discontinuities of the educational discourse that became hegemonic from the 1990s onwards, which is resumed and assumes renewed centrality. For this, we discuss the process of building this policy, from the crisis of Dilma Rousseff's government to the government of Michel Temer instituted by the state coup with press, legal and parlamentary institutions participation in 2016, a context favorable to the resumption of the neoliberal ideology of the governments of Fernando Henrique Cardoso (FHC) that aligned educational policies to international trends in the regulation of learning through large-scale assessment. We then analyze the epistemological foundations of the pedagogy of competences, demonstrating some of its contemporary characteristics, such as the exacerbation of the “socio-emotional” dimension of the proposed training and the emphasis on entrepreneurship. We conclude by arguing about the need to reaffirm the concept of integrated and omnilateral training from the perspective of polytechnics.