A educação integral na base nacional comum curricular

Abstract

This study focuses on interpreting the meaning of Integral Education set in motion by the Brazilian National Common Core (BNCC) in its three versions, as well as possible consequences that this curricular policy can bring about in the national educational panorama. The context that constitutes the BNCC discussion is marked by the growing defense of this policy as necessary, understood at the national level as a basis of content and competences that would seek to guarantee common knowledge to all, betting on the idea of equality in order to defend a democratic education. It is interesting, in this study, to interpret and discuss the idea of equality as failure, as well as the notion of common and national as excluding. Such an interpretation is made possible by the understanding of the dynamics of the integrality of Education and the curriculum as discursive, consequences of articulations that do not completely erase the deferral. This problematization is developed through the dialogue with the discursive perspective based on studies by post-foundational authors (such as Ernesto Laclau, Chantal Mouffe and Jacques Derrida), making relations with the curricular field, through readings by Brazilian authors (such as Alice Lopes and Elizabeth Macedo). Based on these contributions, I argue that the Integral Education policy must be understood beyond an idea of expanding school hours, as the struggle for an integral human education, seeking to consider subjects, contexts, articulations and contingencies involved in the process of differing of politics. The study will consist of a theoretical interpretation of normative documents, academic-scientific productions and official texts that involve the BNCC policy, with the notion of integrality as its focus. Stephen Ball's contributions on political networks will also be relevant, with a view to understanding Integral Education in a less crystallized way, helping to understand a topological interpretation of politics. Ball's political networks, however, are interpreted considering that all discursive production is constituted through contingencies and precariousness. I present an investigative way of reading the empirical material that guides the discussions on the relationship between integrality and BNCC. I argue that the idea of Integral Education can be understood, based on the selected documents, beyond the “integral” signifier. It is also possible to articulate multiple definitions to this issue, such as full development of the person, social participation and collaboration, full exercise of citizenship and an idea of social transformation, making society more human and just. The idea of quality in education also allows the articulation of different demands, including those related to the proposal of integrality. Thus, one of the investments of this research is also to try to denaturalize certain universalizations about Integral Education, betting on a democratic idea of emptying meanings in the curriculum, deconstructing processes that hinder the circulation of ideas on the subject, which end up silencing multiple meanings in the construction of policy.