A BNCC e o CREM de Minas Gerais: a pedagogia das competências e o esvaziamento da sociologia

Abstract

This dissertation is linked to Line 1, “Work, State, and Social Movements,” of the Graduate Program in Education at the Federal University of Juiz de Fora. The study contextualizes the reconfiguration of educational policies in Brazil, problematizing the National Common Curricular Base (BNCC) and the High School Reform (Law No. 13,415/2017) as expressions of a neoliberal rationality that instrumentalizes the curriculum. The general objective is to analyze the presence and the place occupied by the discipline of Sociology in the high school curriculum in the state of Minas Gerais, taking the BNCC and the High School Reform No. 13,415/2017 as reference points. The research adopted a qualitative, documentary approach, using the CREM-MG as its corpus. Data were analyzed through Laurence Bardin’s Content Analysis, articulated with the critical framework of Evangelistaand Shiroma to interpret the document as a political and ideological artifact. The results, systematized into four categories, show that the CREM-MG materializes the Pedagogy of Competencies through the replacement of scientific knowledge with procedural skills, curricular flexibilization in the service of precarious employability, and the psychologization of social inequalities via the “Life Project” and self-management. It is concluded that the reform promotes the epistemological hollowing-out and fragmentation of Sociology, confirming the hypothesis that the current curricular model deepens structural duality and denies youth access to elaborated knowledge, prioritizing adaptation to the market and the formation of the “entrepreneur-of-the-self” subject.