Questões curriculares em tempos de crise: Base Nacional Comum Curricular (BNCC) como determinante legal e realidade em debate

Abstract

The organization of the school educational scenario is based on legal, philosophical and pedagogical aspects that determine the formative project of the human person from the perspective of offering quality school education. In this context, the National Curricular Guidelines emerged, soon to be replaced by the National Common Curricular Base (BNCC) as a legal determinant and of the reality of Brazilian basic school education. This publication presents a discussion about the National Common Curricular Base (BNCC), aiming to analyze legal and reflective issues about its proposition and approval, presenting, in an analytical-critical way, how this document has been permeated by political intentionality and training for technocratic skills of know-how, and managed by interests of how the school of the public education system has been implementing the BNCC. This work comes from the extension project entitled: ‘Curricular Issues in Times of Crisis: Legal Determinations and Reality in Debate’, which lasted for one year, from 2018 to 2019. Based on these reflections, the following question was asked: is it appropriate to propose a single curriculum to be used throughout the country, given the diversity that Brazil presents? As a general objective, the aim was to discuss the curricular issues of the different levels of Basic Education, analyzing the legal issues and the reality surrounding the curriculum, reflecting the context of the current crisis that Brazil is going through in the scope of schooling. It is worth mentioning that the texts produced bring significant contributions, pointing out theoretical aspects that support the BNCC proposal, and implications for teaching work and student learning for their insertion into society and the world of work in a competent manner and with political and social awareness, through reflective and critical analyses of its proposition and implementation of the basic education curricular proposal. Thus, it becomes necessary to analyze curricular issues in early childhood education, high school, as well as emerging issues in a post-critical curriculum project, such as an inclusive curriculum that values ​​and respects diversity, curriculum and public policies, and curriculum and special education. Given that “[...] the prejudiced practice of race, class, and gender offends the substantivity of the human being and radically denies democracy” (FREIRE, 2011, p.37).