Os impactos da Base Nacional Comum Curricular para o Ensino Médio

Abstract

This study aims to analyze the impacts of the Common National Curriculum Base of High School (2018) in order to understand the governmental and business motivations, to propose changes in the curriculum and the formation of students at this stage of schooling. The methodological option for this study was based on an exploratory documentary analysis, considering the official publications referring to the Basic Education curriculum, specifically to High School, using the following official documents, LDB (1996), PCN (2000), PCN + (1999), DCN (2013), PNE (2014-2024), Law 13.415 - High School Reform (2017) and the BNCC (2018). We consider that the implementation of a national curriculum document guiding the educational system incorporates, in addition to national public policies, the influences of international organizations in the formulation of educational proposals for Brazil. The legal frameworks, the pedagogical foundations, the learning rights, the formative itineraries of the BNCC and the intervention of the business movements were analyzed. The reform of basic education is related to the reforms that make the Brazilian legislation on social rights more flexible, such as labor reform, pension reform, outsourcing and are part of the movement of the withdrawal of the state from the social sectors and the implementation of a private logic. in public administration. The capitalist interest permeates the reform of high school, which aims at the technical education and the formation of the student focused on the labor market, while what is idealized would be the formation of a citizen with autonomy to follow their life project. The main considerations that come to us correspond to a BNCC proposal aimed at a conforming education, forming future students who adjust to the market, making secondary education submissive to the economy, and to the interests of capital. We also believe that changes in educational legislation, possibly, will not be sufficient to overcome problems such as the fragmentation of the curriculum, the teaching and learning process and the supply of local demands.