Protagonistas de quê? protagonismo juvenil à luz da BNCC do Ensino Médio (2018)

Abstract

The main objective of this article is to analyze how youth protagonism and youth are represented in the National Common Curriculum Base (BNCC), published in 2018 by the Ministry of Education, focusing on the introduction of the document and the high school stage. The BNCC, as an institutional document guiding Brazilian education, was presented by the government as a framework to ensure equity and quality in the education of children and young people. Elaborated from debates held between 2015 and 2016 — a period marked by an intense political crisis that culminated in the impeachment of President Dilma Rousseff — the construction of the BNCC involved the participation of different actors. In this process, representatives of the private sector stand out, whose performance was widely favored and legitimized by the media, evidencing a neoliberal orientation. Representatives of basic education and academia also participated, although with less prominence. From a critical perspective, this article seeks to problematize how adultcentrism manifests itself in the BNCC and how this logic affects the recognition (or invisibility) of young people in Brazilian educational policies. To this end, the understanding of young people as social subjects and historical agents, capable of promoting transformations, whose experiences and perceptions are crossed by dimensions such as context, environment, race, gender and social class, is adopted as a theoretical framework. Throughout the analysis, it is observed that the BNCC has important limits with regard to the conception of a transformative education. The document's proposal makes little progress in the sense of recognizing young people as subjects of society, in addition to silencing or neglecting the plurality that makes up the daily life of Brazilian schools.