A Pedagogia Histórico-Crítica no contexto da nova política curricular: um estudo sobre o ensino de química na Base Nacional Comum Curricular e no Currículo de Referência de Mato Grosso do Sul
Bibliographic record
Abstract
This work is based on the recognition that the current Brazilian school curriculum, that is, the National Common Curricular Base (BNCC), and also the Mato Grosso do Sul Reference Curriculum (CRMS), are State policies whose implementations take place within the scope of the neoliberal political and economic agenda. The aim is to analyze the characterization of these educational policies regarding the teaching of Chemistry for the High School stage, as well as their relationship (approximation/distance) with Historical-Critical Pedagogy (PHC). The research is based on the critical perspective, in order to analyze the object in light of the material, social and historical reality, using the documentary analysis technique. It is based on research by important authors in the field, such as: Antunes (2009); Antunes and Pinto (2017); Jesus (1989); Giareta (2021a; 2021b); Silva (2016; 2020); Zank and Malanchen (2020); Neves (2005); Gramsci (1982; 1968); Saviani (2011; 2012a; 2012b; 2012c; 2019, 2020, 2021); Duarte (2012; 2020); Cury, Reis and Zanardi (2018); Del Roio (2018); Laval (2004); Mèszàros (2008), among others, who offer their theoretical contributions to elucidate the research theme. The research indicates that the BNCC and CRMS, from the perspective of teaching Chemistry, have theoretical and methodological matrices based on the Pedagogy of Competencies. In addition, they are deeply marked by the hegemonic disciplines of neoliberal sociability. The curricular organization centered on skills and competencies tends to deepen class divisions and restrict access to elaborated knowledge and culture, significantly impacting students from lower classes. Thus, they present several contradictions and distances in relation to Historical-Critical Pedagogy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.006 | 0.016 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".