CONCEPTIONS AND CONTRADICTIONS OF THE BNCC: ANALYSIS ON CURRICULAR THEORIES

Abstract

This article investigates the development of curricula in Brazil, highlighting the role of social changes and political ideologies in curriculum construction. It examines the evolution of the curriculum concept, emphasizing its dynamic and non-neutral nature, and how it reflects dominant political views, citing Silva (2005) and Apple (1982) to argue that the curriculum serves the interests of specific groups. The prescriptive orientation of educational policies and regulations is criticized, pointing out the lack of foundation in critical theories and a tendency towards productivity-focused liberal education. The text addresses the National Common Curricular Base (BNCC) as an attempt to establish essential learnings but questions its effectiveness in meeting diversity and complex educational needs. It concludes with the need for critical reflections on current curricular practices, aiming for inclusion and representativeness in Brazilian education, highlighting the importance of critical approaches in formulating curricula that respond to the country's social realities.