As implicações da contrarreforma do ensino médio e da base nacional comum curricular para o ensino da matemática

Abstract

This study is based on a qualitative exploratory approach and a survey of data based on bibliographic and documentary sources. The question that guided this study was: What are the possible implications of the counter-reform of secondary education for the teaching of mathematics? To this end, we analyzed how the changes in the capitalist mode of production have impacted school education, guided by the studies of Historical-Critical pedagogy. In analyzing these impacts, we used the philosophical category Logical-Historical, aligned with Historical-Dialectical materialism. In this way, we sought to understand the organizational dynamics of secondary education based on the social division of labour, with a view to better understanding the duality present in this stage of basic education. From this understanding, the inferences of neoliberalism in educational policies were identified, as well as the implications of Law 13.415/17 and the National Common Curriculum Base (BNCC) for high school curricular organization, with a focus on the area of Mathematics and its Technologies. Through the analysis of the documents, the changes in this new curricular structure were guided and the conception of the world advocated by the BNCC for secondary education was grasped.The study shows that educational reforms are carried out to meet economic interests. In this sense, it is understood that the structuring of the Mathematics curriculum in the BNCC meets market needs, based on the pedagogy of competencies, imposing on students the development of specific skills to solve practical problems in the job market, usurping their right to a critical and emancipatory education. It is also concluded that it is impossible to separate education and work in the process of human formation, towards the emancipation of the working class. In this way, a pedagogy that satisfactorily meets the needs of the working class, capable of freeing individuals from the alienation of the world of work, becomes necessary in order to achieve social equity, which can only be achieved through the proletarian revolution.