Base Nacional Comum Curricular: uma análise crítica do texto da política.

Abstract

This research consisted in analyzing the text of the Law of the National Curricular Common Base (NCCB), policy that unifies 60% of the curricular content of the level of education related to early childhood education and elementary education, affecting all schools in the national territory. It was sought to elucidate who were the actors who participated in each one of the stages of elaboration of the three versions and the final text of the NCCB, besides contextualizing the national and international political period that permeated the construction of the preliminary text, in four different moments. The way of analyzing this policy had the intentionality of understanding the conceptions of education, curriculum and formation contained in the proposal. The purpose of this analysis was to understand which conceptions of education and curriculum permeate the current curricular policy translated into the final text of the NCCB, and its possible effects on the students‘ formation. The main objective of the research consisted in analyze that proposal of national curriculum as an instrument of educational policy, trying to understand its connections and senses. For this, was adopted the qualitative methodological approach, based in the critical perspective, using for the documenta analises the content Analysis (CA), and application as technical procedures bibliography and documentary mechanism, with the support of Minayo, Ball, Bardin, and others. The study shows a contradiction between the document and the principle of democracy, disregarding the pluralism of ideas and the foundations of democratic management, participation and transparency, provided in the Article 3 of the National Education Law. Só, it can be verified its pedagogical foundation based on the Pedagogy of Competence, which presents itself as a visible curricular retrogression to the 90's in Brazil, due to a international context of influence mechanisms and, in the face of a favorable political field of the interferences of the Third Sector that - advancing as real Corporate Reformers - print an ideological mercantile vision of education, which is guided by school success in the perspective of total quality, which can be measured quantitatively through external evaluations, in detriment of the educational success based in social quality as a force for the human emancipation. Thus, concludes that the NCCB presents a curricular and technical conception of education, which aims the subjects formations through cognitive and socioemotional skills for their insertion in the labor market, ending up in their dehumanization by perceiving them only as productive forces, within a reductionist vision of school education, which exhaust the possibilities of emancipation and critical exercise to understand yours needs, desires and aspirations to change the world.