A Base Curricular Nacional Comum e as implicações para a construção do currículo crítico comunicativo

• Autor(a) principal: Cardoso, Valdeíra Aparecida
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFMT
• Texto Completo: http://ri.ufmt.br/handle/1/3804
• topic: Currículo crítico comunicativo; Educação popular; Diversidade; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Critical communicative curriculum; Popular education; Diversity

This research has inserted in the Group of Studies of Dialogical Learning (GEAD), in the field of research called Teacher Training. It has linked to the Graduate Program in Education of the Universidade Federal de Mato Grosso, Campus Rondonópolis. It is supported by studies on curriculum and popular education that guide our view to reflect on the conceptual bases of the Critical Communicative Curriculum. It can contribute to think about an educational proposal that has enhanced the diversity presents in the school community. Our aim to analyze the conceptions substantiate the concept of diversity, solidarity and equity the presented in official document Common National Curricular Basis. Our corpus of analysis is composed by the work of Donatila Ferrada Torres who presents the concept of Critical Communicative Curriculum as a proposal of possibility of equity for all boys and girls independently of the socioeconomic contexts to which they are inserted. It also has composed our corpus of analysis, academic articles published from the resonance of the mentioned work and which, according to preestablished criteria, were considered publications in the field of Education. For this purpose, we have adopted as a research methodology the reference of Nadja Hermann (2002), which proposes to reflect the pedagogical action as a means to enable a new interpretation and reinterpretation of the educational field questioning the ways of educating, teaching and learning, understanding and dialogue. We still have John B. Thompson (2011) on depth hermeneutics (HP), and applying the technique of content analysis, as advocated by Laurence Bardin (1977). The curricular proposal presented also assumes the challenge of mobilizing actions so that a communicative rationality can be incorporated as an integral part of the curricular proposals, making it possible to rethink the school institution with a view to equality of difference (FERRADA, 2001). In the corpus analyzed, we identify that tha concept of diversity, solidarity and equity presentend in the oficial BNCC document whitc do not agree whith the founding elements of the Critical Comunicaive Curriculun since they develop a discourse without deepening that ends up contributing, perhaps reinforcing the social inequalities and prejudice in Brazilian schools.