Common National Curricular Base: confrontation between the legal framework and the policy in implementation

Abstract

This work analyzes the Common National Curricular Base seeking to highlight its objectives as a project of capital for the education of the working class, problematizing its conception, elaboration, content and form in confrontation with the legal framework of education. The exploratory study aims to join efforts with schools and teacher training courses, in confronting the offensive of neoliberal policies that have advanced in recent decades, changing the principles and purposes of education. The study consisted of an analysis of documents, such as: the BNCC (2018); the Federal Constitution, the LDB, and the General National Curricular Guidelines for Basic Education. To account for this purpose, we started from the epistemological perspective of critical studies, anchored in the historical-dialectical materialism, having as central analytical categories the historicity, contradiction and dialectics. Among the conclusions, we evidence a network constituted by the Private Apparatus of Hegemony acting in the production and implementation of educational policies in Brazil, being the BNCC one of the fruits of this articulation. Moreover, we show that the form of organization of the BNCC from the skills and abilities and definition of content to be worked is not related to what is proposed in the LDB.