Educação, currículo e pandemia: o fracasso das competências socioemocionais da BNCC

• Autor(a) principal: Santos, Fábio Viana
• Data de Publicação: 2022
• Outros Autores: Serejo, Janaína Alves de Oliveira, Manenti, Mariana Aguiar
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/7186
• topic: Currículo; Competências socioemocionais; Pandemia; BNCC; Curriculum; Socio-emotional skills; Pandemic; BNCC

In 2020 the New Coronavirus pandemic suspends classes worldwide. In Brazil, school calendars began to be suspended in March, since then thousands of teachers and students have suffered from the impacts of social isolation, inconsistent information about the seriousness of SARS-CoV-2/Covid-19, attacks on scientific discoveries and the country's health and vaccination system, among others. It was adopted as a strategy, after guidance from the National Education Council, remote, online and non-presential activities as a mechanism to minimize the effects of the pandemic on school activities. Recently there was the reopening of schools through blended classes, which keep part of the activities in person or remotely to complement the workload. Thus, the curriculum assumes centrality, configuring itself as a space for disputed production and negotiation of meanings. The aim is, then, to establish what should be taught and how to teach it. And, in this arena of disputes, the official prescriptions will take the Common National Curriculum Base (BNCC) as a starting point. Therefore, we were interested in unveiling the impacts of the pandemic on curricular practices, taking the socio-emotional skills translated by the BNCC as an analytical framework. We chose, therefore, the documents produced by the Artyon Senna Institute as a corpus of analysis, interpreted by us as political texts, as they present in their writings an attempt to fully express their demands, in joint action with the MEC. Allied to the perspective of discursive interpretation of Laclau and Mouffe's theory of discourse (2015), we seek to stress, in the reading of the documents, the expectations of full representation of a common curriculum, assuming the curriculum, together with Lopes and Macêdo (2011), as a discursive practice , cultural and enunciation. The pandemic context has revealed that socio-emotional competences engender an imagined nostalgia, in which the curriculum is reduced to an explicitly technicist character while it reinforces the private market concepts in the scope of public schools and national public policies, a fact that as we see it, there is a process that meets the still colonial demands while repeating an education aimed at the elitization and control of knowledge.