BNCC and the Earth Charter: analysis of dissonant discourses from the thought of Paulo Freire
This paper aims to discuss the Brazilian Common National Curriculum Base (BNCC) to understand how current issues are addressed with a view to the sustainability of life on the planet in primary school. Based on the epistemology of the policy cycle, the origin of the BNCC and its intentions are discu...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Federal de Uberlândia (UFU) |
| Repositório: | Revista de educação popular (Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/62350 |
| Acesso em linha: | https://seer.ufu.br/index.php/reveducpop/article/view/62350 |
| Access Level: | Acceso aberto |
| Palavra-chave: | BNCC Earth Charter Paulo Freire Carta da Terra |
| Resumo: | This paper aims to discuss the Brazilian Common National Curriculum Base (BNCC) to understand how current issues are addressed with a view to the sustainability of life on the planet in primary school. Based on the epistemology of the policy cycle, the origin of the BNCC and its intentions are discussed, taking into account power issues that lead to the dominance of business logic in education. The study of the skills to be developed with the students revealed a technical-instrumental curricular approach in a mythologized reality, with topics addressed in a reductionist and fragmented way. From the thought of Paulo Freire, it is concluded that it is necessary to understand this policy for the construction of a critical consciousness that enables other curriculum designs based on emancipating critical education. For this, the Earth Charter can be assumed as an instrument to fight against a reactionary education amidst an unequal and exclusive society. The Earth Charter, by establishing a pact of care with the Earth, promoting human rights, social and economic justice for a sustainable civilization, constitutes an important reference for the construction of the praxis-oriented school curriculum, which is, in itself, transformative. |
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