BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION

Detalhes bibliográficos
Autor(a) principal: Campos, Margarida de Cassia
Data de Publicação: 2024
Outros Autores: Nascimento Junior , Lindberg
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/46128
Resumo: This article debates the educational policies in Brazil considering how changes in the education curriculum have direct implications for teaching practices and the social transformations of brazilian reality. The objective is to analyse the limits of the Common National Curricular Base – BNCC (the new brazilian education system) for the promotion of a decolonial and anti-racist education. For this, the document was subjected to an analysis of the contents and references associated with the ethnic-racial issues presented in its introductory text and, in particular, in the descriptors of skills and competences oriented to the subject Geography in Elementary School. The analysis made it possible to identify a set of contradictions and a series of structural and conjunctural setbacks that do not guarantee the development of a decolonial and anti-racist education. Some of these results reiterate that the BNCC was produced as part of the actions of conservative social agents in Brazilian society, therefore, it demonstrates low possibilities of promoting a emancipatory education.  
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spelling BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATIONBNCC DE GEOGRAFÍA PARA LA EDUCACIÓN PRIMARIA Y LAS CONTRADICCIONES PARA UNA EDUCACIÓN GEOGRÁFICA DECOLONIAL Y ANTIRRACISTABNCC DE GEOGRAFIA PARA O ENSINO FUNDAMENTAL E AS CONTRADIÇÕES PARA UMA EDUCAÇÃO DECOLONIAL E ANTIRRACISTAsistema educacional, ensino fundamental, educação geográfica, currículo.elementary education, transforming education, geographic education, curriculumeducación primaria, educación transformadora, educación geográfica, currículoThis article debates the educational policies in Brazil considering how changes in the education curriculum have direct implications for teaching practices and the social transformations of brazilian reality. The objective is to analyse the limits of the Common National Curricular Base – BNCC (the new brazilian education system) for the promotion of a decolonial and anti-racist education. For this, the document was subjected to an analysis of the contents and references associated with the ethnic-racial issues presented in its introductory text and, in particular, in the descriptors of skills and competences oriented to the subject Geography in Elementary School. The analysis made it possible to identify a set of contradictions and a series of structural and conjunctural setbacks that do not guarantee the development of a decolonial and anti-racist education. Some of these results reiterate that the BNCC was produced as part of the actions of conservative social agents in Brazilian society, therefore, it demonstrates low possibilities of promoting a emancipatory education.  Este artículo debate las políticas educativas en Brasil considerando cómo los cambios en el currículo educativo tienen implicaciones directas para las prácticas docentes y las transformaciones sociales de la realidad brasileña. El objetivo es analizar los límites de la Base Curricular Nacional Común – BNCC (nuevo sistema educativo brasileño) para la promoción de una educación decolonial y antirracista. Para ello, el documento fue sometido a un análisis de los contenidos y referencias asociadas a las cuestiones étnico-raciales presentadas en su texto introductorio y, en particular, en los descriptores de habilidades y competencias orientadas a la asignatura Geografía en la Enseñanza Fundamental. El análisis permitió identificar un conjunto de contradicciones y una serie de retrocesos estructurales y coyunturales que no garantizan el desarrollo de una educación decolonial y antirracista. Algunos de estos resultados reiteran que el BNCC fue producido como parte de las acciones de los agentes sociales conservadores en la sociedad brasileña, por lo tanto, demuestra bajas posibilidades de promover una educación emancipadora.Este artigo estimula o debate sobre as políticas educacionais no Brasil considerando, sobretudo, como as alterações do currículo escolar oferecem implicações diretas para a formação docente e a transformação social da realidade brasileira. O objetivo é desevolver uma análise sobre as contradições da Base Nacional Curricular Comum – BNCC para a promoção de uma educação geográfica decolonial e antirracista. Para isso, o documento foi submetido a uma análise dos conteúdos e referenciais associados às questões étnico-raciais apresentados no seu texto introdutório e, nos descritores de habilidades e competências orientados para a disciplina Geografia no Ensino Fundamental. A análise possibilitou a identificação de um conjunto de contradições e uma série de retrocessos estruturais e conjunturais que não garantem o desenvolvimento de uma ducação decolonial e antirracista a partir da georafia. Alguns desses resultados reiteram que a BNCC foi produzida como parte das ações de agentes sociais conservadores da sociedade brasileira, portanto, demonstra baixas possibilidades de promoção de uma educação transformadora e emancipatória.Educação em Revista 2024-03-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestexto application/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/46128Educação em Revista ; v. 401982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporenghttps://periodicos.ufmg.br/index.php/edrevista/article/view/46128/43474https://periodicos.ufmg.br/index.php/edrevista/article/view/46128/43475Copyright (c) 2024 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCampos, Margarida de CassiaNascimento Junior , Lindberg2024-03-11T15:56:21Zoai:periodicos.ufmg.br:article/46128Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2024-03-11T15:56:21Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
BNCC DE GEOGRAFÍA PARA LA EDUCACIÓN PRIMARIA Y LAS CONTRADICCIONES PARA UNA EDUCACIÓN GEOGRÁFICA DECOLONIAL Y ANTIRRACISTA
BNCC DE GEOGRAFIA PARA O ENSINO FUNDAMENTAL E AS CONTRADIÇÕES PARA UMA EDUCAÇÃO DECOLONIAL E ANTIRRACISTA
title BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
spellingShingle BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
Campos, Margarida de Cassia
sistema educacional, ensino fundamental, educação geográfica, currículo.
elementary education, transforming education, geographic education, curriculum
educación primaria, educación transformadora, educación geográfica, currículo
title_short BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
title_full BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
title_fullStr BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
title_full_unstemmed BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
title_sort BNCC OF GEOGRAPHY FOR ELEMENTARY EDUCATION AND THE CONTRADICTIONS FOR A DECOLONIAL AND ANTI-RACIST GEOGRAPHIC EDUCATION
author Campos, Margarida de Cassia
author_facet Campos, Margarida de Cassia
Nascimento Junior , Lindberg
author_role author
author2 Nascimento Junior , Lindberg
author2_role author
dc.contributor.author.fl_str_mv Campos, Margarida de Cassia
Nascimento Junior , Lindberg
dc.subject.por.fl_str_mv sistema educacional, ensino fundamental, educação geográfica, currículo.
elementary education, transforming education, geographic education, curriculum
educación primaria, educación transformadora, educación geográfica, currículo
topic sistema educacional, ensino fundamental, educação geográfica, currículo.
elementary education, transforming education, geographic education, curriculum
educación primaria, educación transformadora, educación geográfica, currículo
description This article debates the educational policies in Brazil considering how changes in the education curriculum have direct implications for teaching practices and the social transformations of brazilian reality. The objective is to analyse the limits of the Common National Curricular Base – BNCC (the new brazilian education system) for the promotion of a decolonial and anti-racist education. For this, the document was subjected to an analysis of the contents and references associated with the ethnic-racial issues presented in its introductory text and, in particular, in the descriptors of skills and competences oriented to the subject Geography in Elementary School. The analysis made it possible to identify a set of contradictions and a series of structural and conjunctural setbacks that do not guarantee the development of a decolonial and anti-racist education. Some of these results reiterate that the BNCC was produced as part of the actions of conservative social agents in Brazilian society, therefore, it demonstrates low possibilities of promoting a emancipatory education.  
publishDate 2024
dc.date.none.fl_str_mv 2024-03-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/46128
url https://periodicos.ufmg.br/index.php/edrevista/article/view/46128
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/46128/43474
https://periodicos.ufmg.br/index.php/edrevista/article/view/46128/43475
dc.rights.driver.fl_str_mv Copyright (c) 2024 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 40
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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