A proposição da Base Nacional Comum Curricular (BNCC) e formação humana: reflexões sobre seus fundamentos
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Data
2022-05-17
Autores
Basso, Lucimara Del Pozzo
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Universidade Estadual Paulista (Unesp)
Resumo
Tendo em vista as transformações e a presença dos imperativos das políticas econômicas como referência da organização e gestão da educação e a proposição da Base Nacional Comum Curricular (BNCC) no atual cenário educacional brasileiro, a pesquisa tem por objetivo compreender o processo de proposição da BNCC e a propositura de educação presente nesse documento. De modo mais específico, trata-se do seguinte problema: que formação humana a proposição do documento da BNCC faz reverberar? Foram investigadas: (1) a proposição, contextualizando-se e problematizando-se o processo de elaboração da BNCC; (2) a materialidade da BNCC, analisando-se o documento homologado e os seus fundamentos balizadores; e (3) a perspectiva filosófica de educação no século XXI, que, considerando a sociedade atual, reflete a formação humana preocupada com a diversidade e a edificação de uma sociedade justa, solidária e responsável. A pesquisa, de abordagem qualitativa e do tipo documental, analisa o conteúdo manifesto e latente que o texto escrito informa, em uma opção metodológica interdisciplinar, constituída ao longo da sua construção, ao dissertar sobre questões políticas, filosóficas e sociais relativas ao tema em questão. Focaliza a análise na BNCC do Ensino Fundamental (BNCC-EF) e toma como exemplo a área de Ciências da Natureza. Apoia-se em Paulo Freire, Boaventura de Sousa Santos e Edgar Morin, como aporte teórico-conceitual, os quais defendem um projeto social e cultural mais amplo e coletivo. Observa-se que o documento da BNCC enaltece os princípios éticos, políticos e estéticos, bem como a formação humana integral, orientada pelos princípios democráticos. Porém, em uma análise minuciosa, percebe-se a contradição entre o discurso e a prática: o discurso é para a democracia, e a prática, para a meritocracia. Constata-se que a proposição da BNCC é o ápice da ruptura entre a educação de perspectiva social e a educação de perspectiva mercadológica e que a fragilidade epistemológica do projeto educativo intencionado na BNCC (um ensino prático, técnico, pouco reflexivo) é condizente com o contexto mundial hegemônico, que não se preocupa com os fundamentos ético-políticos. Nesse sentido, a proposta educativa da BNCC incorpora as reivindicações do contexto global, que privilegiam um pensamento de formação voltado para a dimensão intelectual, especialmente, para a aquisição de conhecimentos e informações aplicáveis à vida e ao trabalho, em detrimento da formação crítica, cidadã e democrática. Por fim, conclui-se que esse projeto formativo representado na BNCC, de base técnico-instrumental e voltado para a formação do sujeito individual, se encontra em desacordo com os anseios da realidade contemporânea, marcada por diversidade etnocultural e por respeito e coabitação das diferenças.
Considering the changes and the presence of imperatives of the economic policies as references for the organization and management of education, and the proposal of the National Common Curricular Base (BNCC) in the current Brazilian scenario, this research aims to understand the process of proposing BNCC and the proposal of education presented in that document. More specifically, it addresses the following issue: Which kind of human education does the proposal of BNCC make reverberate? The following topics are addressed: (1) the proposal, by contextualizing and problematizing the process of formulation of BNCC; (2) the materiality of BNCC, by analyzing the approved document and its guiding principles; and (3) the philosophical perspective of education in the 21st century, which, regarding the current society, reflects a kind of human education concerned with diversity and the construction of a fair, solidary and responsible society. Through a qualitative approach, this documentary research analyzes the manifest and latent content of the written text from an interdisciplinary methodological view adopted throughout its construction, when reflecting on political, philosophical and social issues related to the topic under consideration. It focuses the analysis on BNCC of Elementary Education (BNCC-EF) and takes the area of Natural Sciences as an example. It relies on theoretical and conceptual contributions by Paulo Freire, Boaventura de Sousa Santos and Edgar Morin, who defend a broader and collective social and cultural project. It is observed that the BNCC document praises ethical, political and aesthetic principles, as well as integral human education, guided by democratic principles. However, in a thorough analysis, a contradiction between discourse and practice can be noticed: discourse is related to democracy, and practice is related to meritocracy. It appears that the proposal of BNCC is the apex of the rupture between education from a social perspective and education from a marketing perspective, and that the epistemological fragility of the educational project intended in BNCC (practical, technical, little reflective teaching) is consistent with the hegemonic world context, which is not concerned with ethical-political foundations. In this sense, the BNCC's educational proposal incorporates the demands of the global context, which privilege an educational thought focused on the intellectual dimension, especially for the acquisition of knowledge and information applicable to life and work, rather than critical, democratic and citizenship education. Finally, it is concluded that this educational project represented in BNCC, with a technical-instrumental basis and aimed at the formation of the individual subject, is at odds with the aspirations of contemporary reality, marked by ethnocultural diversity, as well as by respect and cohabitation of differences.
Considering the changes and the presence of imperatives of the economic policies as references for the organization and management of education, and the proposal of the National Common Curricular Base (BNCC) in the current Brazilian scenario, this research aims to understand the process of proposing BNCC and the proposal of education presented in that document. More specifically, it addresses the following issue: Which kind of human education does the proposal of BNCC make reverberate? The following topics are addressed: (1) the proposal, by contextualizing and problematizing the process of formulation of BNCC; (2) the materiality of BNCC, by analyzing the approved document and its guiding principles; and (3) the philosophical perspective of education in the 21st century, which, regarding the current society, reflects a kind of human education concerned with diversity and the construction of a fair, solidary and responsible society. Through a qualitative approach, this documentary research analyzes the manifest and latent content of the written text from an interdisciplinary methodological view adopted throughout its construction, when reflecting on political, philosophical and social issues related to the topic under consideration. It focuses the analysis on BNCC of Elementary Education (BNCC-EF) and takes the area of Natural Sciences as an example. It relies on theoretical and conceptual contributions by Paulo Freire, Boaventura de Sousa Santos and Edgar Morin, who defend a broader and collective social and cultural project. It is observed that the BNCC document praises ethical, political and aesthetic principles, as well as integral human education, guided by democratic principles. However, in a thorough analysis, a contradiction between discourse and practice can be noticed: discourse is related to democracy, and practice is related to meritocracy. It appears that the proposal of BNCC is the apex of the rupture between education from a social perspective and education from a marketing perspective, and that the epistemological fragility of the educational project intended in BNCC (practical, technical, little reflective teaching) is consistent with the hegemonic world context, which is not concerned with ethical-political foundations. In this sense, the BNCC's educational proposal incorporates the demands of the global context, which privilege an educational thought focused on the intellectual dimension, especially for the acquisition of knowledge and information applicable to life and work, rather than critical, democratic and citizenship education. Finally, it is concluded that this educational project represented in BNCC, with a technical-instrumental basis and aimed at the formation of the individual subject, is at odds with the aspirations of contemporary reality, marked by ethnocultural diversity, as well as by respect and cohabitation of differences.
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Palavras-chave
Base Nacional Comum Curricular, BNCC, Fundamentos da educação, Formação humana, Ensino Fundamental, National Common Curricular Base, Fundamentals of education, Human education, Elementary School