REFLECTIONS ON THE BNCC IN ELEMENTARYEDUCATION: CONCEPTUAL APPROACH TO THE COGNITIVE DIMENSIONAND THE NEED FOR METAMORPHOSIS

Abstract

Proposed as part of a broader study and in pursuit of theoretical deepening, this work questions, discusses, and reflects on some concepts and foundations presented by the BNCC regarding structural issues and the current school model. In this direction and sense, the text seeks, in the light of a reflective theoretical exploration, to analyze the complexity of this instrument, both conceptually and as a guideline for primary schooling, guiding pedagogical practices in the daily routine of schooling. It considers an inevitable incompleteness due to the gap between its idealized formulation and the structural reality in which it will be applied, since it was instituted to ensure the learning and development rights of students, in accordance with the National Education Plan. The conceptions of learning and development oriented by ethical, political, and aesthetic principles that aim at integral human formation and the construction of a just, democratic, and inclusive society impose a strong critical stance due to their operational complexity and the insufficiency of the institutional model in the face of the educational system's desire, at its limit, to continuously seek to overcome inequalities in schooling and its effectiveness in the school unit by these principles.