Raízes epistemológicas dos discursos sobre a Base Nacional Comum Curricular (BNCC)

Abstract

The National Common Curricular Base (BNCC) was a public education policy approved in 2017 under intense public debate that involved actors from different sectors, such as the government, civil society organizations, teaching and research associations, and business foundations. The objective of this work was to research the discourses regarding this policy, seeking to map actors, institutions, and relationships and then analyze the epistemological origins that underlie them. The research methodology combined historical survey, systematic literature review, qualitative field methodology, and interviews. Based on the analysis of this material, the focus was on analyzing the correlation between educational perspectives, specifically on curriculum, and relating them to theories on democracy. This was done from the Brazilian context, through a history of Brazilian education, and broader theories, such as theories on democracy. Initially, an analysis was carried out on curriculum, education, and democracy, then the concepts of republic and democracy were addressed. Therefore, this study investigates the correlation between discourses on the BNCC, curriculum, democracy, and the political positions that supported the positions of relevant actors who participated in this process, culminating in the approval of this public policy. The main results point to divergent understandings of the concept of democracy, the role of education and school for each democratic model, differentiated mainly by the understanding of models of democratic participation through consensus or conflict.