Base nacional comum curricular: controvérsias de uma política de currículo no Brasil

• Autor(a) principal: Oliveira, Isla Cardoso
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/39659
• topic: Base nacional comum curricular; Currículo; Políticas curriculares; Políticas educacionais; National curriculum base; Curriculum; Curriculum policies; Educational policies; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA

In recent decades, numerous discussions have emerged about the educational curriculum in Brazil, based on different approaches to teaching in educational institutions. With the aim of improving the educational system, Brazil has been implementing curricular reforms, adopted based on international standards and based on educational policies, which find support in large-scale assessment policies. Such policies are carried out as educational reforms that aim to centralize state control in educational institutions, especially public ones. In this context, this article aims to contribute to future research that seeks to analyze the aspects and challenges surrounding the document promulgated in 2018 in Brazil - the National Common Curricular Base - and its impacts on Brazilian education. The general objective of this study is to identify the curricular policies and educational policies to which the BNCC is linked; as a specific objective, to carry out a brief analysis of the trajectory of the Brazilian educational system; elucidate the concept of the term Curriculum, supported by the contributions of the authors Apple (1999), Silva (2013) and Moreira (2018); as well as understanding the stages of evolution of the process of preparing the National Common Curricular Base in Brazil. The methodology used to conduct this research was descriptive and bibliographical research based on the works of Ball (2014), Macedo (2014), Guimarães (2018) and Bedin (2021). Furthermore, documentary research is included, related to the approach of this study, which is characterized as qualitative. As a result, it is possible to note that the guidelines outlined by Brazil's curriculum and assessment policies have direct and indirect repercussions on the teaching and learning processes at school and on the relationship between the school community, further exacerbating inequality in the country and compromising quality education for everyone, as they are more at the service of the interests of the market than of Brazilian society.