RESEARCH AS A PEDAGOGICAL PRINCIPLE, YOUTH AND PLURALITIES: lenses for a critique of curriculum standardization of the High School in the context of law 13.415/2017

Abstract

KUHN, Martin  and  ALMEIDA, Diego Orgel Dal Bosco. RESEARCH AS A PEDAGOGICAL PRINCIPLE, YOUTH AND PLURALITIES: lenses for a critique of curriculum standardization of the High School in the context of law 13.415/2017. Revista Teias [online]. 2024, vol.25, n.76, pp.280-292.  Epub Mar 07, 2024. ISSN 1982-0305.  https://doi.org/10.12957/teias.2024.75984.

The objective of this article is to understand how the research as a pedagogical principle, based on the relations between youths and pluralities, currently be understood as a counterpoint to attempts at curriculum standardization. For such an undertaking, the reflection follows three moments. In the first, we turn our gaze to the emergence of the category of youth(s). In the second moment of the article, we problematize research as a pedagogical principle, highlighting that, in addition to criticizing transmissive models, a critique of attempts at curriculum standardization incorporated into this principle. In the third moment, we analyzed the content of two official curriculum documents, the Diretrizes Curriculares Nacionais do Ensino Médio (DCNEM/2012) and the Base Nacional Comum Curricular do Ensino Médio (BNCC/2018), focusing on understanding which research concepts contained in these documents. The purpose of this is reflection inserted in a context of expansion of public discussions about the curriculum, especially the so-called New Secondary School. Reflecting along with critical theories, we understand that this study contributes to the constitution of material elaborated at a time when possibilities envisioned for the emergence of an emerging curriculum that directed at creating possibilities for emancipation.

Keywords : research as a pedagogical principle; youth; pluralities; new high school.

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