TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY

Detalhes bibliográficos
Autor(a) principal: Santos, Maria Aparecida Lima dos
Data de Publicação: 2021
Outros Autores: Oliveira, Ana Rita Lara de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/67144
Resumo: We present in this article, from a qualitative and documentary study, the analysis of some signifiers related to education for racial relations. These signifiers were approached as hybrids and gained prominence in the process of preparing the Common National Curriculum Base (BNCC). They pointed some concealment which are related with underlying political projects. We conclude by emphasizing that the replacement of the so-called predominant approaches, by the list of competences in the High School version, is configured as an indication of the recontextualization process. This process distances the teaching of History both from its formative, pedagogical and educational function, by exacerbating the pragmatism underlying the Pedagogy of Competences, the central foundation of the BNCC. KEYWORDS: Educational Police. History Teaching. BNCC.
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spelling TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITYHISTORIA DOCENTE EN LA BASE COMÚN CURRICULAR NACIONAL (BNCC): HIBRIDACIÓN Y AFIRMACIÓN DE LA PERSPECTIVA DE LA INTERCULTURALIDAD FUNCIONALENSINO DE HISTÓRIA E RELAÇÕES RACIAIS NA BNCC: INTERCULTURALIDADE FUNCIONAL E SUBORDINAÇÃO À PEDAGOGIA DAS COMPETÊNCIASWe present in this article, from a qualitative and documentary study, the analysis of some signifiers related to education for racial relations. These signifiers were approached as hybrids and gained prominence in the process of preparing the Common National Curriculum Base (BNCC). They pointed some concealment which are related with underlying political projects. We conclude by emphasizing that the replacement of the so-called predominant approaches, by the list of competences in the High School version, is configured as an indication of the recontextualization process. This process distances the teaching of History both from its formative, pedagogical and educational function, by exacerbating the pragmatism underlying the Pedagogy of Competences, the central foundation of the BNCC. KEYWORDS: Educational Police. History Teaching. BNCC.Presentamos en este artículo, a partir de un estudio cualitativo y documental, el análisis de algunos significantes relacionados con la educación para las relaciones raciales que, abordados como híbridos, se destacaron en el proceso de formulación del Currículo Base Común Nacional (BNCC) al señalar encubrimientos asociados con proyectos subyacentes. Concluimos destacando que la sustitución de los llamados enfoques predominantes por el listado de competencias en la versión de Bachillerato es un indicio del proceso de recontextualización que aleja la enseñanza de la Historia de su función formativa, pedagógica y educativa, al exacerbar la pragmatismo subyacente a la Pedagogía de Competencias, fundamento central del BNCC. PALABRAS CLAVE: Políticas Curriculares. Enseñanza de la Historia. BNCC.Apresentamos neste artigo, a partir de estudo de viés qualitativo e documental, a análise de alguns significantes relacionados à educação para as relações raciais que, abordados como híbridos, destacaram-se no processo de formulação da Base Nacional Comum Curricular (BNCC) ao apontarem para ocultamentos associados a projetos a ela subjacentes. Concluímos ressaltando que a substituição dos chamados enfoques predominantes pelo rol de competências na versão voltada ao Ensino Médio configura-se como indício do processo de recontextualização, que afasta o ensino de História tanto de sua função formativa quanto pedagógica e educativa ao exacerbar o pragmatismo subjacente à Pedagogia das Competências, fundamento central da BNCC. PALAVRAS-CHAVE: Políticas Curriculares. Ensino de História. BNCC.Faculdade de Educação (UFG)2021-12-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por paresapplication/pdfhttps://revistas.ufg.br/interacao/article/view/6714410.5216/ia.v46i3.67144Journal Inter-Ação; Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis; 1378-1394Revista Inter Ação; Vol. 46 Núm. 3 (2021): Pedagogías Negras: prácticas políticas, espistemologías y praxis; 1378-1394Revista Inter-Ação; v. 46 n. 3 (2021): Pedagogias Negras: práticas políticas, epistemologias e práxis; 1378-13941981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/67144/37765Copyright (c) 2021 Maria Aparecida Lima dos Santos, Ana Rita Lara de Oliveirainfo:eu-repo/semantics/openAccessSantos, Maria Aparecida Lima dosOliveira, Ana Rita Lara de 2021-12-24T15:13:51Zoai:ojs.revistas.ufg.br:article/67144Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:00.935662Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
HISTORIA DOCENTE EN LA BASE COMÚN CURRICULAR NACIONAL (BNCC): HIBRIDACIÓN Y AFIRMACIÓN DE LA PERSPECTIVA DE LA INTERCULTURALIDAD FUNCIONAL
ENSINO DE HISTÓRIA E RELAÇÕES RACIAIS NA BNCC: INTERCULTURALIDADE FUNCIONAL E SUBORDINAÇÃO À PEDAGOGIA DAS COMPETÊNCIAS
title TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
spellingShingle TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
Santos, Maria Aparecida Lima dos
title_short TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
title_full TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
title_fullStr TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
title_full_unstemmed TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
title_sort TEACHING HISTORY IN THE COMMON NATIONAL CURRICULAR BASE (BNCC): HYBRIDIZATION AND AFFIRMATION OF THE PERSPECTIVE OF FUNCTIONAL INTERCULTURALITY
author Santos, Maria Aparecida Lima dos
author_facet Santos, Maria Aparecida Lima dos
Oliveira, Ana Rita Lara de
author_role author
author2 Oliveira, Ana Rita Lara de
author2_role author
dc.contributor.author.fl_str_mv Santos, Maria Aparecida Lima dos
Oliveira, Ana Rita Lara de
description We present in this article, from a qualitative and documentary study, the analysis of some signifiers related to education for racial relations. These signifiers were approached as hybrids and gained prominence in the process of preparing the Common National Curriculum Base (BNCC). They pointed some concealment which are related with underlying political projects. We conclude by emphasizing that the replacement of the so-called predominant approaches, by the list of competences in the High School version, is configured as an indication of the recontextualization process. This process distances the teaching of History both from its formative, pedagogical and educational function, by exacerbating the pragmatism underlying the Pedagogy of Competences, the central foundation of the BNCC. KEYWORDS: Educational Police. History Teaching. BNCC.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/67144
10.5216/ia.v46i3.67144
url https://revistas.ufg.br/interacao/article/view/67144
identifier_str_mv 10.5216/ia.v46i3.67144
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/67144/37765
dc.rights.driver.fl_str_mv Copyright (c) 2021 Maria Aparecida Lima dos Santos, Ana Rita Lara de Oliveira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Maria Aparecida Lima dos Santos, Ana Rita Lara de Oliveira
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 46 No. 3 (2021): Black Pedagogies: political practices, epistemologies and praxis; 1378-1394
Revista Inter Ação; Vol. 46 Núm. 3 (2021): Pedagogías Negras: prácticas políticas, espistemologías y praxis; 1378-1394
Revista Inter-Ação; v. 46 n. 3 (2021): Pedagogias Negras: práticas políticas, epistemologias e práxis; 1378-1394
1981-8416
reponame:Inter-ação (Goiânia. Online)
instname:Universidade Federal de Goiás (UFG)
instacron:UFG
instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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