A Base Nacional Comum Curricular (2017): a hegemonia do capital no campo da homogeneização dos padrões de aprendizagem no ensino fundamental

Abstract

Educational policies in Brazil have undergone several changes and challenges over the last few decades, reflecting the different approaches and priorities of governments in relation to the education system. This research analyzed the foundations that support the BNCC/2017, considering the educational policies and guiding documents that culminated in the elaboration of the national common curriculum for Brazilian education. To this end, we contextualized curricular policies in Brazil, starting in the 1990s; we identify the historical, conceptual and political dimensions in the field of curriculum; we understand the BNCC/2017, taking into account the historical background; and we reflected on the categories: curriculum, external evaluation and teacher training. The development of this research was based on the following guiding question: What foundations underpin the BNCC/2017, considering educational policies and guiding documents? The methodological path is outlined in the qualitative approach (Yin, 2016), with the documentary technique (Cellard, 2012) and the Content Analysis method from the perspective of Bardin (2016). Apple (1982; 1993; 2001; 2002), Freire (2001; 2015; 2019) and Saviani (1998; 2004; 2016), among other authors, based the dimensions of the curriculum, enabling reflections on the object of this research. Thus, BNCC/2017 is configured as a document that articulates several dimensions in its feasibility, namely: the curriculum, teacher training and external evaluations. In this way, this research analyzed the fundamentals that support the BNCC/2017, considering the educational policies and guiding documents that culminated in the elaboration of the national common curriculum for Brazilian education. Throughout this research, we were able to verify that BNCC/2017 represents a milestone in the history of Brazilian education, establishing guidelines for the development of school curricula throughout the national territory. However, the foundations that guide the document support the accountability of results for teachers and schools, materializing the context of neoliberal educational policies.