A BNCC E A EDUCAÇÃO PARA A CIDADANIA

Marcelo Burgos

doi:10.1590/SciELOPreprints.9013

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Marcelo Burgos Pontifical Catholic University of Rio de Janeiro https://orcid.org/0000-0001-9766-8848

DOI:

https://doi.org/10.1590/SciELOPreprints.9013

Keywords:

Citizenship education, educational policy, Common national curricular base

Abstract

Citizenship education is not a spontaneous product of school education. In times attacks on democracy, this issue gains renewed importance. We sustain the argument that school work on citizenship education is associated with the development of certain student attitudes that require a complex articulation between the pedagogical and organizational dimensions of the school. In Brazil, policies that have this aim are still scarce. However, based on the data presented by the extensive research carried out by CAEd/UFJF, we found that the implementation of the National Common Curricular Base (Base Nacional Comum Curricular) (BNCC) in Early Childhood Education and Elementary Education gave rise to a process of strengthening aspects related to education for citizenship.

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Author Biography

Marcelo Burgos, Pontifical Catholic University of Rio de Janeiro

Marcelo Burgos has a doctorate in sociology from Iuperj, and is a professor and researcher at the Department of Social Sciences at PUC-Rio, and a Senior researcher at CAEd/UFJF. He has carried out research in the areas of urban sociology, sociology of law and sociology of education. Among other works and numerous articles, he published the books A Utopia da Comunidade. Rio das Pedras, a Carioca favela (Loyola/PUC-Rio, 2002), The School and the Favela (Pallas, 2009), Body and Soul of the Brazilian Judiciary (Revan, 1997), Judicialization of Politics and Social Relations in Brazil ( Revan, 1999), and the School and the Student's World (Garamond, 2015). More recently, he has been carrying out research on the BNCC, the New Secondary Education, and the relationship between schools and social protection networks. Among other articles on the topic, we highlight “Base Nacional Comum Curricular: impact on professional culture and school form” (Revista Brasileira de Estudos Pedagógicos, 2024), and The double hermeneutics of the sociology of education: the education of new generations and school organization (Tempo Social, 2020).