Uma análise sobre o direito à educação escolar e à infância na Base Nacional Comum Curricular (BNCC): um campo de disputas

Abstract

This work inserted in the line of research Languages, Cultures and Knowledge,aimed to analyze the Base Nacional Comum Curricular (BNCC), approved in December of 2017. The guiding questions of the study seek to investigate whether there is an approach to childhood in terms of social belonging built into the BNCC. In which manner the curricular guidelines provided for bythe BNCC, contemplate the principle of equityand its relation with childhood. As a methodology, weused bibliographic and documental research. Documentary analysis was carried out of the publichear ingsheld by the Conselho Nacional de Educação (CNE) in five regions of Brazil, as well as the latest version of the BNCC document. The investigation is anchored in a set of theoretical studies, Whose concepts assist in the proposed analysis, dialoguing with the following authors: Philippe Ariès (1978), Kramer (2007), Vera Maria Ferrão Candau e Antônio Flávio Barbosa Moreira (2005, 2007), Mainardes (2006) among others. Ananalytical approach was considered relevant, which works in terms of methodological theory, with the conception of cycles of policies from Stephen J. Ball and hiscollaboratorsand, in this way, highlight the strength and Power relations in the context of influence and the written production of a normative text. The study of the BNCC document, as a curricular public policy, demonstrated that BNCC isa powerful Field of disputes with vested interests. Therefore, weintended to shed light on such disputes of interests in the referre deducational public policy, including what it is established about competences with a view to training subjects capable of developing them, thus, meeting the demands of the job market. In conclusion, the analys is allowed for the elaboration of the hypothes is that the most affected Will be the underprivileged students, thus aggravating social and economic inequalities and, therefore, the right to formal education and childhood.