Movimento lógico-histórico e currículo de Ensino Médio: entre a implementação e a concreticidade

Abstract

Following the 2016 coup d’état, the reform of Brazilian upper secondary education was approved through Law No. 13,415/2017. Its implementation began in 2022 and imposed a new organization of pedagogical work, proposing approaches centered on the development of skills and competencies and reducing the workload allocated to areas of theoretical knowledge within the so-called general basic education, while introducing elective curricular units and knowledge pathways that constitute the so-called formative itineraries. In this qualitative doctoral research, grounded in historical-dialectical materialism, we sought to approach an answer to the following question: how can the study of curriculum from the perspective of the logical-historical movement contribute to pedagogical praxis in the context of educational reforms? We therefore established the following specific objectives: to analyze the logical-historical movement of the Brazilian upper secondary education curriculum, identifying the human needs that have historically driven the organization of this educational stage; and to promote a teacher education process from the perspective of the logical-historical movement and analyze participants’ manifestations regarding the New Upper Secondary Education curriculum and their pedagogical practices, seeking to understand the contradictions manifested in the logical-historical movement of the curriculum and in pedagogical praxis. We argue that the curriculum may achieve concreteness insofar as teachers understand its logical-historical movement. The formative actions developed with teachers took place within a public school in the Federal District of Brazil during the first semester of 2024, with the aim of collectively reflecting on the teaching and learning process and the changes required by the New Upper Secondary Education reform. Through records made by the researcher in a journal and transcripts of audio recordings of participants’ statements during the course, we constructed scenes of the phenomenon under study. The analysis of these scenes shows how teachers working within the New Upper Secondary Education framework express their understanding of the new curriculum and of the teaching-learning process, while also providing elements for discussing teacher education from the perspective of the logical-historical movement in the context of curriculum implementation. The results indicate that the contradictions existing within the dialectics of the logical-historical movement of the curriculum, throughout its implementation process, may conceal essential elements of pedagogical activity, leading the educational process, within an atmosphere of regularity and immediacy, toward a state of pseudoconcreteness. In this sense, teacher education organized from the perspective of the logical-historical movement can contribute to the destruction of curricular pseudoconcreteness and to the movement toward concreteness by enabling the apprehension of the contradictions and historical determinations that constitute the curriculum and of the ways in which it is realized in pedagogical activity.