THE NEAR ABSENCE OF THE NATIONAL CURRICULUM GUIDELINES IN THE NATIONAL COMMON CURRICULUM BASE

Abstract

The present article analyzes the near absence of the National Curriculum Guidelines for Basic Education (DCN in its Portuguese acronym) in the National Common Curriculum Base (BNCC in its Portuguese acronym). It is documentary research with a critical approach to curricular debates. We analyze and reflect on the guidelines for the education of groups underrepresented in curricular educational policies to promote the debate around the processes of formation of the subjects. The categories of analysis were: 1) modalities of education and 2) contemporary thematic axes. Category 1 includes six subcategories and the second covers another five. The results indicate that there is a silencing and a setback in the BNCC, with regard to some modalities and thematic axes that already had their rights guaranteed in the DCN. On the other hand, in the BNCC, even presenting the principles of equality and universality, the subjects are homogenized, without considering the differences and subjectivities that exist or may exist. We stand in defense of an education that, effectively considers the diversity and profound inequalities of Brazilian society, advocates for an omnilateral formation of subjects from the perspective of social transformation.