O CURRÍCULO NA PERSPECTIVA DE CLASSE: DESAFIOS E POSSIBILIDADES PARA A EDUCAÇÃO PROFISSIONAL

Abstract

The text presents an analysis of the current National Curriculum Guidelines for Secondary Technical Professional Education (DCNEPT) and considerations about the National Curriculum Guidelines for Secondary Education (DCNEM)  from the understanding of curriculum as an expression of the class struggle, constituted in a field of knowledge and disputes. Initially, it rescues what the literature designates as non-critical, critical and post-critical theories of the curriculum and develops analysis based on philosophical and ethico-political principles of the historical-dialectical materialism of human formation, defending Historical-Critical Pedagogy as a curricular theory in the perspective of the working class. It correlates the didactic steps of this pedagogy with a proposal of curricular times and, finally, analyzes the national movement of elaboration of said Guidelines in the period from 2010 to 2012, having as source official documents and others produced by segments of civil society. It identifies in this movement and also into its result - the respective DCN - virtuous contradictions that allow to bring the Historical-Critical Pedagogy to the center of debates and school work aiming at the formation of the working class, without ignoring the difficulties imposed by the current conjuncture of capitalism. It concludes on the hybrid nature of the Guidelines, in view of the incorporation of concepts of Historical-Critical Pedagogy and the maintenance of some inspiration in the Pedagogy of Competencies, especially in the DCNEP, as well as on the challenge of the organized struggle of educators.  Finally, it alerts to the fact that the dispute over the curriculum is not exclusively a school issue; rather, it is a contest for the society project more widely into the class struggle.