Fundamentos pedagógicos da Base Nacional Comum Curricular: diretrizes centrais

Abstract

The homologation of the National Common Curricular Base (BNCC / 2018), a normative/prescriptive educational policy for early childhood education, elementary school, and high school, deepened the context of neoliberalist educational reforms for Brazilian education. This study analyzed the pedagogical foundations of BNCC (2018), highlighting the central guidelines of these foundations. The central problem of the research came from the following questions: 1- What are the pedagogical foundations of BNCC? 2- What are the central guidelines of these fundamentals? 3- What student training does the BNCC want to establish in basic education schools? To answer these questions, we carried out, based on a qualitative perspective, a documentary analytical study, whose theoretical reference was the following authors: Harvey (2008), Diógenes (2014), Cury (1998; 2000; 2002; 2003; 2018), Saviani (1998; 2004), Ramos (2001) and Frigotto (2006; 2010). The normative framework of this research is found in the third Brazilian Education Law (Law of Directives and Bases of National Education / LDB nº 9.394, of December 20, 1996), which regulated the National Curriculum Parameters (PCNs / 1997), the Guidelines National Curriculum (DCNs / 1998; 2010), the National Education Plans (PNE / 2001-2011; 2014-2024) and the BNCC (2018). We use historical dialectical materialism as a method to understand the movements and contradictions in which BNCC (2018) is inserted, considering the following categories: Neoliberal State, Educational Policies, Skills, and Integral Education. We identified that the pedagogical foundations of BNCC (2018) continue the guidelines of the Report published by the United Nations Educational, Scientific and Cultural Organization (UNESCO / 1996) entitled “Education: a treasure to be discovered” (1998), articulating with the assumptions of the Human Capital Theory and with the ideals of the neoliberal State, by proposing a comprehensive education for the training of students in school spaces with a focus on competences, aiming at adaptation/accommodation to the new demands of the labor market, in a scenario crisis and economic instability of the capitalist system.