Determinações Histórico-Legais e Concepções de Ensino Comum Nacional

Abstract

The present thesis presents a bibliographic documentary study in the context of contemporary Education (2015-2018) having as primary source the document Common National Curriculum-BNCC, approved by the Ministry of Education in the period 2017-2018. BNCC is a legal guideline, which indicates a continuous movement and in compliance with legal reforms involving Basic Education. We highlight historical and dialectical materialism as a theoretical and methodological assumption, based on the central categories that underlie it. As the meaning of the research, we consider teaching as fundamental to understand the concretization of the ordering of the contemporary capitalist system, and its links as an instrument that goes back to the principles of ideology concerning the Neoliberal State. The research reveals that the document model presented emphasizes the indication of state control over school education, in the general scope of Basic Education, directing different mandatory actions such as: the implementation of new school curricula, curricula for teacher training, evaluations of different orders, and linking books and teaching materials. However, it leads the subject to self-regulation of learning, to the ideas of citizenship, entrepreneurship, protagonism and to a life project that express liberal indicators revived in neoliberal ideology. The education, teaching and knowledge expressed in the BNCC document are inserted within the contemporary historical context of capitalist production mode, and are materially developed as part of the state's Neoliberal strategy for the maintenance of capital organization, presenting itself in the midst of movements the contradictions inherent in class struggles, as well as their clashes in their class fractions. Due to the development of teaching, it was possible to highlight in the BNCC, that the concept of knowledge is situated in the development of competences and skills, in which the world of work becomes a general guiding axis for the document and the concept of Education- Teaching to be institutionalized by the school aims to compose the model of global requirements and globalization of capital. In this way, adjacent to the constant restructuring of capital, school education is situated amidst social contradictions and disputes in spite of terms such as equity and meritocracy. The BNCC conceptually suggests a context of the world and the subject capable of intervention and social contribution through citizenship and the world of work, however, it maintains a school focused on competences and skills still inserted in different contexts of classes, translating a reform in politics educational system characterized by flexibility, characterized by teaching that goes back to a technical, productive and conservative basis consistent with the neoliberal education project. It is essential that the collective movement of professionals involved in the teaching and learning process at school, reinterprets the legal documents so that they can compose a critical movement in the face of the issues of conflicts that concern the formulation and its conceptions. However, there is a need for the development of teaching as universal knowledge from a historical and critical perspective, as materialization of the transforming action of subjects as praxis within society, considering the scientific reasoning produced by educational research institutions that are tangentially counter-hegemonic.