How did we got to the National Curricular Common Basics of High School (2018)?

Detalhes bibliográficos
Autor(a) principal: Bugs, Jonathan Dalla Vechia
Data de Publicação: 2022
Outros Autores: Tomazetti, Elisete Medianeira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Olhar de Professor (Online)
Texto Completo: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20406
Resumo: The National Curricular Common Basis (BNCC) of high school it’s the document that prescribes the curriculum policy of this phase and it has been the target of countless criticism, mainly because it clashes with the versions that constituted its construction process. From that, this article aims to identify and problematize the main ruptures in the BNCC/EM constructional historical process, as well as the displacement in the content of the texts that preceded. For that, it took as a theoretical-methodological perspective the way of thinking and doing research of Michel Foucault, more precisely the concept of problematization. It was found that the constructional process of BNCC/EM was permeated by different forces and political conflicts that ended up directly influencing the final version of the document. The light of the ruptures and displacements that constituted the BNCC/EM (2018), concluded the necessity to resist the educational project that the current curriculum policy prescribes for us.
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spelling How did we got to the National Curricular Common Basics of High School (2018)?Como llegamos la Base Nacional Común Curricular de Enseñanza Media (2018)?Como chegamos à Base Nacional Comum Curricular do Ensino Médio (2018)?Base Nacional Comum CurricularEnsino MédioPolíticas CurricularesNational Curricular Common Basis. High School. Curricular Policies.Base Nacional Común Curricular. Enseñanza Media. Políticas Curriculares.The National Curricular Common Basis (BNCC) of high school it’s the document that prescribes the curriculum policy of this phase and it has been the target of countless criticism, mainly because it clashes with the versions that constituted its construction process. From that, this article aims to identify and problematize the main ruptures in the BNCC/EM constructional historical process, as well as the displacement in the content of the texts that preceded. For that, it took as a theoretical-methodological perspective the way of thinking and doing research of Michel Foucault, more precisely the concept of problematization. It was found that the constructional process of BNCC/EM was permeated by different forces and political conflicts that ended up directly influencing the final version of the document. The light of the ruptures and displacements that constituted the BNCC/EM (2018), concluded the necessity to resist the educational project that the current curriculum policy prescribes for us.La Base Curricular Nacional Común (BNCC) para la enseñanza media es el documento que prescribe la política curricular de la etapa y ha sido objeto de numerosas críticas, sobre todo por ser diferente a las versiones que constituyeron su proceso de construcción. Ante esto, este artículo pretende identificar y problematizar las principales rupturas en el proceso histórico de construcción del BNCC/EM, así como los desplazamientos en el contenido de los textos que lo precedieron. Para ello, se tomó como perspectiva teórica y metodológica la forma de pensar y hacer investigación de Michel Foucault, más precisamente el concepto de problematización. Se comprobó que el proceso de construcción del BNCC/EM estuvo permeado por diferentes fuerzas y conflictos políticos que acabaron influyendo directamente en la versión final del documento. A la luz de las rupturas y desplazamientos que constituyeron el BNCC/EM (2018) se concluyó la necesidad de resistir el proyecto educativo que prescribe la política curricular en boga.A Base Nacional Comum Curricular (BNCC) do ensino médio é o documento que prescreve a política curricular da etapa e tem sido alvo de inúmeras críticas, sobretudo por destoar das versões que constituíram seu processo de construção. Diante disso, este artigo objetiva identificar e problematizar as principais rupturas no processo histórico de construção da BNCC/EM, bem como os deslocamentos no conteúdo dos textos que a precederam. Para tanto, tomou-se como perspectiva teórico-metodológica o modo de pensar e fazer pesquisa de Michel Foucault, mais precisamente o conceito de problematização. Verificou-se que o processo de construção da BNCC/EM foi permeado por diferentes forças e conflitos políticos que acabaram influenciando diretamente na versão final do documento. À luz das rupturas e deslocamentos que constituíram a BNCC/EM (2018) concluiu-se a necessidade de resistir ao projeto educacional que a política curricular em voga prescreve.Editora UEPG2022-12-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPDF textTexto PDFTexto PDFapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/2040610.5212/OlharProfr.v.25.20406.057Olhar de Professor; Bd. 25 (2022): Publicação ContínuaOlhar de Professor; Vol. 25 (2022): Continuous PublicationOlhar de Professor; Vol. 25 (2022): Publicación ContinuaOlhar de Professor; Vol. 25 (2022): Publicação ContínuaOlhar de Professor; v. 25 (2022): Publicação Contínua1984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/20406/209209217158Copyright (c) 2022 Doutorando Jonathan Dalla Bugs, Profª Drª Elisete Medianeira Tomazettihttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessBugs, Jonathan Dalla Vechia Tomazetti, Elisete Medianeira2023-03-08T01:37:19Zoai:uepg.br:article/20406Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2023-03-08T01:37:19Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv How did we got to the National Curricular Common Basics of High School (2018)?
Como llegamos la Base Nacional Común Curricular de Enseñanza Media (2018)?
Como chegamos à Base Nacional Comum Curricular do Ensino Médio (2018)?
title How did we got to the National Curricular Common Basics of High School (2018)?
spellingShingle How did we got to the National Curricular Common Basics of High School (2018)?
Bugs, Jonathan Dalla Vechia
Base Nacional Comum Curricular
Ensino Médio
Políticas Curriculares
National Curricular Common Basis.
High School.
Curricular Policies.
Base Nacional Común Curricular.
Enseñanza Media.
Políticas Curriculares.
title_short How did we got to the National Curricular Common Basics of High School (2018)?
title_full How did we got to the National Curricular Common Basics of High School (2018)?
title_fullStr How did we got to the National Curricular Common Basics of High School (2018)?
title_full_unstemmed How did we got to the National Curricular Common Basics of High School (2018)?
title_sort How did we got to the National Curricular Common Basics of High School (2018)?
author Bugs, Jonathan Dalla Vechia
author_facet Bugs, Jonathan Dalla Vechia
Tomazetti, Elisete Medianeira
author_role author
author2 Tomazetti, Elisete Medianeira
author2_role author
dc.contributor.author.fl_str_mv Bugs, Jonathan Dalla Vechia
Tomazetti, Elisete Medianeira
dc.subject.por.fl_str_mv Base Nacional Comum Curricular
Ensino Médio
Políticas Curriculares
National Curricular Common Basis.
High School.
Curricular Policies.
Base Nacional Común Curricular.
Enseñanza Media.
Políticas Curriculares.
topic Base Nacional Comum Curricular
Ensino Médio
Políticas Curriculares
National Curricular Common Basis.
High School.
Curricular Policies.
Base Nacional Común Curricular.
Enseñanza Media.
Políticas Curriculares.
description The National Curricular Common Basis (BNCC) of high school it’s the document that prescribes the curriculum policy of this phase and it has been the target of countless criticism, mainly because it clashes with the versions that constituted its construction process. From that, this article aims to identify and problematize the main ruptures in the BNCC/EM constructional historical process, as well as the displacement in the content of the texts that preceded. For that, it took as a theoretical-methodological perspective the way of thinking and doing research of Michel Foucault, more precisely the concept of problematization. It was found that the constructional process of BNCC/EM was permeated by different forces and political conflicts that ended up directly influencing the final version of the document. The light of the ruptures and displacements that constituted the BNCC/EM (2018), concluded the necessity to resist the educational project that the current curriculum policy prescribes for us.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
PDF text
Texto PDF
Texto PDF
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20406
10.5212/OlharProfr.v.25.20406.057
url https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20406
identifier_str_mv 10.5212/OlharProfr.v.25.20406.057
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20406/209209217158
dc.rights.driver.fl_str_mv Copyright (c) 2022 Doutorando Jonathan Dalla Bugs, Profª Drª Elisete Medianeira Tomazetti
https://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Doutorando Jonathan Dalla Bugs, Profª Drª Elisete Medianeira Tomazetti
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora UEPG
publisher.none.fl_str_mv Editora UEPG
dc.source.none.fl_str_mv Olhar de Professor; Bd. 25 (2022): Publicação Contínua
Olhar de Professor; Vol. 25 (2022): Continuous Publication
Olhar de Professor; Vol. 25 (2022): Publicación Continua
Olhar de Professor; Vol. 25 (2022): Publicação Contínua
Olhar de Professor; v. 25 (2022): Publicação Contínua
1984-0187
1518-5648
reponame:Olhar de Professor (Online)
instname:Universidade Estadual de Ponta Grossa (UEPG)
instacron:UEPG
instname_str Universidade Estadual de Ponta Grossa (UEPG)
instacron_str UEPG
institution UEPG
reponame_str Olhar de Professor (Online)
collection Olhar de Professor (Online)
repository.name.fl_str_mv Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)
repository.mail.fl_str_mv olhardeprofessor@uepg.br||
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