An analysis of the pedagogy of the Sergipe curriculum of the new high school
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Abstract
In this article, we seek to analyze and understand the theoretical bases that guide the curriculum reform of the New High School (NEM), as well as the Sergipe Curriculum (CS) of High School (EM). The study has a qualitative nature, of an exploratory bibliographic nature. Through the documentary analysis of the BNCC and the CS of the EM, we raised reflections on the context of the Brazilian NEM, which, despite being considered innovative, is anchored in discussions that go back to past times. The analysis revealed a market logic underlying Sergipe's curricular device, as the propositions mainly aim to improve proficiency in assessment exams and the development of skills to enter the job market. In addition, the invisibility of socioeconomic, cultural, and environmental diversity in the proposed skills and competencies was evidenced. The founding curriculum theory of Sergipe's curriculum is the traditional one. In place of the Pedagogy of Competencies, in which the propositions of Sergipe's curricular device are anchored, we propose that educators adopt the Pedagogy of Complexity to subvert the neoliberal logic imposed by reformist changes.
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Copyright (c) 2023 Luanne Michella Bispo Nascimento, Maria Inêz Oliveira Araújo, Izabel Silva Souza D’Ambrosio, Rosana Maria Santos Torres Marcondes, Paula Tauana Santos, Willian Lima Santos