A proposta pedagógica para o ensino médio: a interlocução entre a formação por competências e as práticas pedagógicas cotidianas

Abstract

The Law of Guidelines and Foundations for National Education, passed in 1996, granted “character of legal rule to the condition of High School teaching as part of Basic Education.” In this way it provoked great changes in the identity of this level of education, which are made explicit in the National Curricular Guidelines for High School Teaching and in the National Curricular Parameters. The official discourse announced a separation between high school teaching and professional training, emphasizing how important it is for school teaching to take on a character of general education character. According to the official texts, high school teaching should be connected to the world of labor in order to develop human beings for the exercise of citizenship. They also define the identity of high school education in a dimension of contemporaneousness, giving it the flexibility and diversification that are necessary to its articulation with the world of production by proposing a curricular reform centered on the development of competences. This paper discusses the conceptual assumptions that pervade the training by competences proposed for high school education and tries to understand, through the testimony of teachers, the scenario that received the proposed reform. Listening to the teachers was fundamental to clarify the readings made by the school protagonists in their cultural condition and in the concrete territory in which they move. Key words: High School, Training by Competences, Pedagogical Practice.