Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10316/101785 https://doi.org/10.14195/2182-7982_36_11 |
Resumo: | This article aims to analyse the current proposal for Brazilian Primary and Secondary School, particularly after the implementation of the Law no. 13,415/17, which modified Brazilian’s national education guidelines and bases, regulated by the Law no. 9,394/96. Specifically, I propose to reflect upon this new law, how it shapes a new National Education Project and its impact on ‘historically oppressed groups’, such as Afrodescendant and Indigenous populations. I will also point out how these groups are framed by the new contents (and knowledge) of the Base Nacional Comum Curricular [National Common Curricular Base] (BNCC), focusing in the final years of the Primary School (5th to 9th grade). Against this backdrop, I will explore, within the contemporary Brazilian education field, the compatibility of ‘precarity’ (Butler, 2009) and coloniality in relation to institutional racism and Eurocentric (Western) thought. Mainly based on the ‘Ecology of Knowledges’ by Santos (2007), I propose the necessity to work on both: on the recognition of the bases of these groups, that needs a critical and regulated education about their histories, contents and knowledge, which should be explicitly exposed in a transversal way in the BNCC; and the deconstruction of the vision of education focused only on the market logic, rather than an education for citizenship, equity, and diversity. Finally, my methodology has a qualitative approach, based on secondary documentation sources (bibliographic research), passing through diverse research specifications (descriptive, exploratory and explanatory analysis). |
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Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular BasePrecariedade e colonialidade na área da edução no Brasil: uma análise da Lei n.º 13.415/17 e dos últimos anos da Escola Primária na Base Nacional Comum CurricularNational Common Curricular Base (BNCC)colonialityEcology of Knowledgeseducationinstitutional racismprecarityBase Nacional Comum Curricular (BNCC)colonialidadeEcologia dos Sabereseducaçãoracismo institucionalprecariedadeThis article aims to analyse the current proposal for Brazilian Primary and Secondary School, particularly after the implementation of the Law no. 13,415/17, which modified Brazilian’s national education guidelines and bases, regulated by the Law no. 9,394/96. Specifically, I propose to reflect upon this new law, how it shapes a new National Education Project and its impact on ‘historically oppressed groups’, such as Afrodescendant and Indigenous populations. I will also point out how these groups are framed by the new contents (and knowledge) of the Base Nacional Comum Curricular [National Common Curricular Base] (BNCC), focusing in the final years of the Primary School (5th to 9th grade). Against this backdrop, I will explore, within the contemporary Brazilian education field, the compatibility of ‘precarity’ (Butler, 2009) and coloniality in relation to institutional racism and Eurocentric (Western) thought. Mainly based on the ‘Ecology of Knowledges’ by Santos (2007), I propose the necessity to work on both: on the recognition of the bases of these groups, that needs a critical and regulated education about their histories, contents and knowledge, which should be explicitly exposed in a transversal way in the BNCC; and the deconstruction of the vision of education focused only on the market logic, rather than an education for citizenship, equity, and diversity. Finally, my methodology has a qualitative approach, based on secondary documentation sources (bibliographic research), passing through diverse research specifications (descriptive, exploratory and explanatory analysis).Este artigo tem como objetivo analisar a atual proposta para a Educação Primária e Secundária do Brasil, particularmente após a implementação da Lei n.º 13.415, de 2017, que modifica as diretrizes e bases nacionais da educação, regulamentadas pela Lei n.º 9.394, de 1996. Especificamente, proponho refletir sobre essa nova lei, como ela configura um novo Projeto Nacional de Educação e seu impacto sobre os ‘grupos historicamente oprimidos’, tais como populações Afrodescendentes e povos Indígenas. Também destacarei como esses grupos são enquadrados pelos novos conteúdos (e conhecimentos) da Base Nacional Comum Curricular (BNCC), focando nos anos finais do Ensino Primário (5.º a 9.º ano). Nesse sentido, no campo da educação contemporânea brasileira, explorarei a compatibilidade da ‘precariedade’ (Butler, 2009) e da colonialidade em relação ao racismo institucional e ao pensamento Eurocêntrico (ocidental). Principalmente com base na ‘Ecologia de Saberes’ de Santos (2007), proponho a necessidade de trabalhar em ambas: nas bases de reconhecimento desses grupos, que passam pela necessidade de uma educação crítica e regulamentada sobre suas histórias, conteúdos e conhecimentos, que devem ser explicitamente expostos de forma transversal na BNCC; e a desconstrução da visão da educação focada apenas na lógica do mercado, e não na educação para a cidadania, a equidade e a diversidade. Por fim, minha metodologia é de abordagem qualitativa, baseada em fontes de documentação secundária (pesquisa bibliográfica), passando pelas diversas especificações de pesquisa (análise descritiva, exploratória e explicativa).2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10316/101785http://hdl.handle.net/10316/101785https://doi.org/10.14195/2182-7982_36_11eng2182-79820870-0990Carneiro, Vannessa Alvesinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-13T20:50:50Zoai:estudogeral.uc.pt:10316/101785Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:18:54.346433Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base Precariedade e colonialidade na área da edução no Brasil: uma análise da Lei n.º 13.415/17 e dos últimos anos da Escola Primária na Base Nacional Comum Curricular |
title |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base |
spellingShingle |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base Carneiro, Vannessa Alves National Common Curricular Base (BNCC) coloniality Ecology of Knowledges education institutional racism precarity Base Nacional Comum Curricular (BNCC) colonialidade Ecologia dos Saberes educação racismo institucional precariedade |
title_short |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base |
title_full |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base |
title_fullStr |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base |
title_full_unstemmed |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base |
title_sort |
Precarity and coloniality in the Brazilian education field: an analysis of the Law no. 13,415/17 and the final years of the Primary School in the National Common Curricular Base |
author |
Carneiro, Vannessa Alves |
author_facet |
Carneiro, Vannessa Alves |
author_role |
author |
dc.contributor.author.fl_str_mv |
Carneiro, Vannessa Alves |
dc.subject.por.fl_str_mv |
National Common Curricular Base (BNCC) coloniality Ecology of Knowledges education institutional racism precarity Base Nacional Comum Curricular (BNCC) colonialidade Ecologia dos Saberes educação racismo institucional precariedade |
topic |
National Common Curricular Base (BNCC) coloniality Ecology of Knowledges education institutional racism precarity Base Nacional Comum Curricular (BNCC) colonialidade Ecologia dos Saberes educação racismo institucional precariedade |
description |
This article aims to analyse the current proposal for Brazilian Primary and Secondary School, particularly after the implementation of the Law no. 13,415/17, which modified Brazilian’s national education guidelines and bases, regulated by the Law no. 9,394/96. Specifically, I propose to reflect upon this new law, how it shapes a new National Education Project and its impact on ‘historically oppressed groups’, such as Afrodescendant and Indigenous populations. I will also point out how these groups are framed by the new contents (and knowledge) of the Base Nacional Comum Curricular [National Common Curricular Base] (BNCC), focusing in the final years of the Primary School (5th to 9th grade). Against this backdrop, I will explore, within the contemporary Brazilian education field, the compatibility of ‘precarity’ (Butler, 2009) and coloniality in relation to institutional racism and Eurocentric (Western) thought. Mainly based on the ‘Ecology of Knowledges’ by Santos (2007), I propose the necessity to work on both: on the recognition of the bases of these groups, that needs a critical and regulated education about their histories, contents and knowledge, which should be explicitly exposed in a transversal way in the BNCC; and the deconstruction of the vision of education focused only on the market logic, rather than an education for citizenship, equity, and diversity. Finally, my methodology has a qualitative approach, based on secondary documentation sources (bibliographic research), passing through diverse research specifications (descriptive, exploratory and explanatory analysis). |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10316/101785 http://hdl.handle.net/10316/101785 https://doi.org/10.14195/2182-7982_36_11 |
url |
http://hdl.handle.net/10316/101785 https://doi.org/10.14195/2182-7982_36_11 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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2182-7982 0870-0990 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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