O ideário neoliberal na Base Nacional Comum Curricular (BNCC): desdobramentos para o trabalho docente

Abstract

This research is inserted in the field of educational curricular policies and aimed to study the National Common Curricular Base (BNCC), intending to identify similarities with elements of neoliberal ideas for education and to understand the consequences of its proposals for teaching work, from the perspective of teachers from a state school, which participates in the Integral Teaching Program (PEI), of high school in São Carlos. After identifying the interferences from neoliberal ideology in the educational policies of the Brazilian basic education, topics of the BNCC were analyzed in order to discern tendencies to the neoliberal ideology. Therefore, the research is characterized as qualitative, bibliographic and field, in which the steps of bibliographical and documentary survey, semi-structured interviews, data triangulation and content analysis were carried out. In light of the contributions of Pierre Bourdieu's theory, we analyzed the process of internalization of neoliberal ideology at school, guiding people to the mercantile logic, by changing their practices and professional habitus. We verified that several characteristic elements of the neoliberal ideology are placed for the educational sector, for students and teachers, depositing in them the commitment with the economy and with the resolution of social problems. Competitiveness, creativity and entrepreneurship are reinforced as essential skills for personal development, citizenship and employability, encouraged by youth protagonism. Thus, several aspects of the BNCC are close to elements of neoliberal ideas and imply a significant formative fragility, revealing challenges for democracy, justice and social inclusion, values set out throughout the document. Regarding the consequences for the teaching work, we verified that the intensification of the workloads and countless demands of the PEI are factors that compromise the availability and dedication of the teachers to the study of the proposals and curriculum that are being implemented in Basic Education. The implementation process of the BNCC, a national project designed as a response to the idea of an educational crisis to be contained, also reinforced teacher blaming and the role of individuality in the issue of Brazilian education. In the light of Pierre Bourdieu, we analyze that the delimitation of the way of doing the pedagogical action enable the imposition of a cultural arbitrariness and the internalization of the neoliberal ideology in the school. By dissimulating the imposition of a dominant culture as legitimate and common to all, the school institution tends to legitimize social privileges and reproduce the neoliberal logic as a reference. We hope that the results of this study will provide reflections on the BNCC and contribute to the expansion of discussions on Brazilian educational policies.