THE DIFFICULTY OF UNDERSTANDING TECHNICIST EDUCATION IN RELATION TO TEACHING QUALITY IN LIGHT OF THE BNCC

Abstract

This study discusses the quality of education in the face of the persistence of technicist practices that privilege memorization and the fragmentation of content, compromising the deep understanding of scientific knowledge and the holistic formation of students. The relevance of the topic lies in the need to overcome traditional pedagogical models and promote education aligned with contemporary demands, capable of developing intellectual autonomy, critical thinking, and responsible social action. The general objective of the research consisted of analyzing how the Common National Curriculum Base (BNCC) addresses the relationship between the quality of education, an excess of technicist content, and the need for a deep understanding of scientific knowledge, highlighting its implications for teaching practice. The methodology adopted was qualitative, of a bibliographic and analytical nature, grounded in critical theoretical references and the analysis of BNCC guidelines. The results showed that technicism still manifests itself significantly in schools, generating superficial learning; however, they also pointed out that the BNCC offers consistent guidelines for overcoming this model, especially by emphasizing competencies, skills, and active methodologies. It is concluded that the qualification of teaching depends on the articulation between curriculum, teacher training, innovative methodologies, and critical understanding of scientific knowledge, making it indispensable to promote pedagogical practices that favor autonomy, research, and civic formation.