National Common Curricular Core: tensions through Basic Education and Special Education

Detalhes bibliográficos
Autor(a) principal: Vieira, Alexandro Braga
Data de Publicação: 2019
Outros Autores: Hernandez-Piloto, Sumika Soares de Freitas, Ramos, Ines de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação
Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/27599
Resumo: Discuss tensions produced from a critical reading of the National Curricular Common Base in Brazil. In the first part, reservations about the composition of minimum curricula that make it difficult for education systems, schools, teachers and students to establish networks of meaning between the various existing knowledge, impoverishing the educational act. In addition, the influences of international and national agencies and of large-scale evaluations that, in the name of quality education, promote processes of exclusion of multiple social groups in school curricula are stressed. In the second part, we relate this scenario to the assumptions of special education, to promote lines of analysis about how rigid curricular proposals strengthen the defense of curricular flexibility, the increase of students with labels of deficiencies and the idea that it is necessary Only to think about specificities learning, away from access to culture.
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spelling National Common Curricular Core: tensions through Basic Education and Special EducationBase Nacional Común Curricular: tensiones que atravesa la Educación Básica y la Educación EspecialBase Nacional Comum Curricular: tensões que atravessam a Educação Básica e a Educação EspecialCurriculum. BNCC. Special Education.Currículo. BNCC. Educação Especial.Curriculum. BNCC. Educación Especial.Discuss tensions produced from a critical reading of the National Curricular Common Base in Brazil. In the first part, reservations about the composition of minimum curricula that make it difficult for education systems, schools, teachers and students to establish networks of meaning between the various existing knowledge, impoverishing the educational act. In addition, the influences of international and national agencies and of large-scale evaluations that, in the name of quality education, promote processes of exclusion of multiple social groups in school curricula are stressed. In the second part, we relate this scenario to the assumptions of special education, to promote lines of analysis about how rigid curricular proposals strengthen the defense of curricular flexibility, the increase of students with labels of deficiencies and the idea that it is necessary Only to think about specificities learning, away from access to culture.Discute tensiones producidas a partir de una lectura crítica de la Basis Nacional Comun Curricular. Primer el texto, problematiza la composición de currículos mínimos que dificultan los sistemas de enseñanza, escuelas, profesores y alunos, una vez que se establece redes de significación entre los vários conocimientos existentes, empobreciendo el acto educativo. Además de eso, se tensiona las influencias de las agencias internacionales, nacionales y de las evaluaciones de larga escala, que en nonbre del enseñanza de calidad promueven procesos de exclusión de múltiples grupos sociales en los currículos escolares. En la segunda parte, relacionamos ese escenário a los presupuestos de la educación especial, para se promover líneas de análisis sobre como propuestas curriculares rígidas fortalecen la defesa de la flexibilización curricular, del aumento de los alumnos con rotulaciones de discapacidad y de la ideia de que es necesario pensar en las especificidades de aprendizaje, apartados del aceso a la cultura. Neste artigo discutem-se as tensões produzidas a partir de uma leitura crítica da Base Nacional Comum Curricular. Na primeira parte, problematizam-se ressalvas quanto à composição de currículos mínimos que dificultam que sistemas de ensino, escolas, professores e alunos estabeleçam redes de significação entre os vários conhecimentos existentes, empobrecendo o ato educativo. Além disso, tensionam-se as influências das agências internacionais, nacionais e das avaliações de larga escala que, em nome do ensino de qualidade, promovem processos de exclusão de múltiplos grupos sociais nos currículos escolares. Na segunda parte, relacionamos esse cenário aos pressupostos da educação especial, para promover linhas de análises sobre como propostas curriculares enrijecidas fortalecem a defesa da flexibilização curricular, do aumento de alunos com rótulos de deficiências e da ideia de que é preciso somente pensar nas especificidades de aprendizagem, apartadas do acesso à cultura.Editora da PUCRS - ediPUCRS2019-11-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/2759910.15448/1981-2582.2019.2.27599Educação; Vol. 42 No. 2 (2019); 351-360Educação; Vol. 42 Núm. 2 (2019); 351-360Educação; v. 42 n. 2 (2019); 351-3601981-25820101-465X10.15448/1981-2582.2019.2reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/27599/18317Copyright (c) 2019 Educaçãoinfo:eu-repo/semantics/openAccessVieira, Alexandro BragaHernandez-Piloto, Sumika Soares de FreitasRamos, Ines de Oliveira2021-09-14T18:28:56Zoai:ojs.revistaseletronicas.pucrs.br:article/27599Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:28:56Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false
dc.title.none.fl_str_mv National Common Curricular Core: tensions through Basic Education and Special Education
Base Nacional Común Curricular: tensiones que atravesa la Educación Básica y la Educación Especial
Base Nacional Comum Curricular: tensões que atravessam a Educação Básica e a Educação Especial
title National Common Curricular Core: tensions through Basic Education and Special Education
spellingShingle National Common Curricular Core: tensions through Basic Education and Special Education
Vieira, Alexandro Braga
Curriculum. BNCC. Special Education.
Currículo. BNCC. Educação Especial.
Curriculum. BNCC. Educación Especial.
title_short National Common Curricular Core: tensions through Basic Education and Special Education
title_full National Common Curricular Core: tensions through Basic Education and Special Education
title_fullStr National Common Curricular Core: tensions through Basic Education and Special Education
title_full_unstemmed National Common Curricular Core: tensions through Basic Education and Special Education
title_sort National Common Curricular Core: tensions through Basic Education and Special Education
author Vieira, Alexandro Braga
author_facet Vieira, Alexandro Braga
Hernandez-Piloto, Sumika Soares de Freitas
Ramos, Ines de Oliveira
author_role author
author2 Hernandez-Piloto, Sumika Soares de Freitas
Ramos, Ines de Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Vieira, Alexandro Braga
Hernandez-Piloto, Sumika Soares de Freitas
Ramos, Ines de Oliveira
dc.subject.por.fl_str_mv Curriculum. BNCC. Special Education.
Currículo. BNCC. Educação Especial.
Curriculum. BNCC. Educación Especial.
topic Curriculum. BNCC. Special Education.
Currículo. BNCC. Educação Especial.
Curriculum. BNCC. Educación Especial.
description Discuss tensions produced from a critical reading of the National Curricular Common Base in Brazil. In the first part, reservations about the composition of minimum curricula that make it difficult for education systems, schools, teachers and students to establish networks of meaning between the various existing knowledge, impoverishing the educational act. In addition, the influences of international and national agencies and of large-scale evaluations that, in the name of quality education, promote processes of exclusion of multiple social groups in school curricula are stressed. In the second part, we relate this scenario to the assumptions of special education, to promote lines of analysis about how rigid curricular proposals strengthen the defense of curricular flexibility, the increase of students with labels of deficiencies and the idea that it is necessary Only to think about specificities learning, away from access to culture.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/27599
10.15448/1981-2582.2019.2.27599
url https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/27599
identifier_str_mv 10.15448/1981-2582.2019.2.27599
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/27599/18317
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
publisher.none.fl_str_mv Editora da PUCRS - ediPUCRS
dc.source.none.fl_str_mv Educação; Vol. 42 No. 2 (2019); 351-360
Educação; Vol. 42 Núm. 2 (2019); 351-360
Educação; v. 42 n. 2 (2019); 351-360
1981-2582
0101-465X
10.15448/1981-2582.2019.2
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