National Common Curricular Core: tensions through Basic Education and Special Education
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
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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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 info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
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 reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
_version_ |
1799128744852455424 |