REFLEXOS NEOLIBERAIS NA BNCC NA ETAPA DO ENSINO MÉDIO: MUDANÇAS NA POSTURA DO DOCENTE DE BIOLOGIA DA ÁREA DE CIÊNCIAS DA NATUREZA E SUAS TECNOLOGIAS

Abstract

The present dissertation is inserted in the line of research, education, institutions and educational policies of the graduate program in education (stricto sensu) of The Faculty of Inhumas – FacMais, and proposes to investigate the neoliberal reflexes in the National Curricular Common Base in the stage of high school in the discipline of biology. this theme arose as a result of the researcher’s interest on the subject, given that with the approval of this regulation, it has raised many questions to educators, one of them in turn is to evaluate the presence of the formative concepts in the science, technology, society and science approach. Environment. Knowing this, the research was structured through the following problem: as the neoliberal ideals and the requirements of the official documents and highlighted the bncc stage high school, can cause changes in the posture of the teacher of the curricular component of biology in the area of sciences of nature and your technologies? The main objective of this study is to discuss the main changes in the posture of the teacher of the curricular component of this discipline. The specific objectives were based on: promoting discussion about the influences of the neoliberal model in brazilian education; highlight the expressions of neoliberalism in the National Common Curriculum Base of high school and analyze what are the hidden neoliberal pedagogical practices in the implementation of the base in the new high school. As a methodology, we opted for a documentary bibliographic research, for the accomplishment of this study we resorted to the search of articles, monographs, books, regulations and official documents such as: the federal constitution (1988), LBD (1996) BNCC (2018), SEDUC/ GO (2020), DC-GO – Goiás curriculum guidelines. after the end of this research, it was observed that through law n.º 13.415/2017 and through the Goiás curricular document – secondary school stage through the National Common Curricular Base, it promotes to the new high school an expansion of the workload and the flexibility of the biology curriculum based on the political-ideological nature of the neoliberal model, which at the same time limits and still brings into evidence a false autonomy of curricular flexibility of school units and teachers.