Sujeitos e disputas ideológicas na origem da BNCC

Abstract

The main objective of this research was to analyze the ideological disputes that occurred during the elaboration of the National Common Curricular Base (BNCC), a normative document that defines the set of concepts to be learned in the stages and modalities of Basic Education in Brazilian public and private schools. The research, of a bibliographic and documentary nature, adopts a qualitative approach grounded in the dialectical method. Sources such as SciELO and Google Scholar were used, given the extensive production on the BNCC and the disputes surrounding its formulation. The qualitative approach allows for the understanding of meanings and social practices, while the dialectical method makes it possible to interpret the BNCC as a result of contradictions, hegemonic disputes, and power relations in the educational field. Based on a conceptual analysis of ideology and how it relates to education, employing authors such as Destutt de Tracy, Marx, Engels, Lenin, Karl Mannheim, Gramsci, Althusser, Chauí, Lyra, and Rossi, it was possible to identify how the school is one of the main apparatuses for the manifestation and reproduction of ideologies. With the spread of neoliberal thought, education came to be seen more as a "product" permeating the educational practices developed in schools, the dynamics that identify it (teaching materials, manuals, teacher training courses, evaluation system) and the regulations that govern it, as is the case with the BNCC (National Common Core Curriculum). Conversely, there were individuals who strove to resist this neoliberal logic, advocating for a more pluralistic curriculum constructed democratically, that is, with the effective participation of the educational community. However, in fact, there was little dialogue between the parties, causing the document (BNCC) not to reflect the principles of the progressive ideology of those who defend public and socially referenced quality education. It was concluded that the individuals who had the most influence in the process of elaborating and implementing the BNCC were aligned with neoliberal ideology, which was reflected in the content of the final document presented to society and used today by education professionals in their daily school life for the development of pedagogical practices in educational institutions.