The Near Absence of the National Curriculum Guidelines in the National Common Curriculum Base
Bibliographic Data
| ID | 5868100 |
|---|---|
| Authors | Ana Santana Moreira (0000-0003-4077-2905, Secretaria de Estado da Educação de Goiás), Emerson Pires Da Silva (0000-0003-3692-8268, Secretaria Municipal de Educação, Cultura, Esporte e Lazer, Brasil), Wárica Santos Souza (0000-0002-3222-3167, Universidade Federal de Goiás), Agustina Rosa Echeverría (0000-0001-6547-1573, Universidade Federal de Goiás) |
| Year | 2024 |
| Volume | 40 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educação em Revista (JOURNAL) |
| Journal identifiers | ISSN: 0102-4698 • E-ISSN: 1982-6621 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/0102-469845142t |
| OpenAlex | W4401884567 |
| Language | EN |
| References cited | 5 |
This article analyzes the near absence of the National Curriculum Guidelines for Basic Education (in Portuguese, DCN) in the Common National Curriculum Framework (BNCC in Portuguese). We conducted a documentary study with a critical approach to the curricular debates anchored in the Historical-Critical Pedagogy theoretical-methodological foundations. The aim is to analyze and reflect on the educational guidelines for groups underrepresented in curricular educational policies to debate the formation processes of the subjects. The categories of analysis were: 1) modalities of education (Indigenous School; Quilombola School; Rural; Special; Youth and Adult; Vocational and Technological Schools); and 2) contemporary thematic axes (Environmental education; Human Rights Education; Education for young people and adults deprived of liberty in penal institutions; Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture; School assistance for children, adolescents and young people in itinerant situations). The results indicate a silencing and a setback in the BNCC, concerning some modalities and thematic axes that had their rights guaranteed in the DCN. On the other hand, in the BNCC, though presenting the principles of equality and universality, the subjects are homogenized, disregarding the differences and subjectivities that exist or may exist. We advocate for an education that effectively considers Brazilian society's diversity and profound inequalities, seeking an omnilateral formation of subjects from a social transformation perspective
Base (topology · Curriculum · Mathematics education · Medical education · National curriculum · Pedagogy · Sociology · Education, Safety, and Science Studies · Educational Research and Pedagogy · Educational Systems and Policies · Mathematics · Medicine · Psychology
| Highly cited | No |
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