Brazilian Education Policies: Consequences of a National Curriculum

Brazilian Education Policies: Consequences of a National Curriculum

This qualitative and theoretical study aims to discuss the possible consequences of a National Common Curriculum Basis in basic-level education in Brazil in the context of curriculum policies. Official documents and state discourse were analyzed using a dialectical methodology. Gramscian theory serv...

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Asıl Yazarlar: Pinto de Almeida, Maria de Lourdes, Jung, Hildegard Susana, Sudbrack, Edite Maria
Materyal Türü: Online
Dil:spa
Baskı/Yayın Bilgisi: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2019
Online Erişim:https://redie.uabc.mx/redie/article/view/1784
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spelling redie-article-17842022-06-23T17:50:01Z Brazilian Education Policies: Consequences of a National Curriculum Políticas educacionales brasileñas: consecuencias de un currículo nacional Pinto de Almeida, Maria de Lourdes Jung, Hildegard Susana Sudbrack, Edite Maria Política educacional evaluación del currículum pertinencia del plan de estudios educación básica. Educational policy curriculum evaluation curriculum relevance basic education This qualitative and theoretical study aims to discuss the possible consequences of a National Common Curriculum Basis in basic-level education in Brazil in the context of curriculum policies. Official documents and state discourse were analyzed using a dialectical methodology. Gramscian theory serves as the basis for the theoretical foundation of this work, which discusses whether the Common National Basis promotes emancipation or constitutes a regulatory instrument. Hegemonic structures were found in the Common Basis, as content selection testifies to one group’s vision of what should be taught – a regulatory exercise. The results indicate that salvaging reflective praxis in place of a culture of management – typical of a business approach to research in education policy – seems fundamental in reclaiming the value and importance of intellectuals organizing emancipatory projects. El artículo, de investigación cualitativa y teórica, tiene como objetivo debatir las posibles consecuencias de una Base Nacional Curricular Común (BNCC) en la Educación Básica brasileña en el contexto de las políticas curriculares. La metodología para análisis de los documentos oficiales y discurso del Estado ha sido la dialéctica. La fundamentación teórica se basa en la teoría gramsciana, y se discute si la BNCC promueve la emancipación o representa un instrumento de regulación. Se han encontrado aparatos hegemónicos en la BNCC, pues la selección de contenidos denuncia la visión de un grupo respecto a lo que es legítimo enseñar, en un ejercicio de regulación. Los resultados indican que rescatar la praxis reflexiva en lugar de la cultura de la gerencia –propia de la concepción empresarial de la investigación en política educacional– parece condición fundamental para recuperar el valor e importancia de un intelectual que organice un proyecto emancipador. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2019-03-05 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/1784 10.24320/redie.2019.21.e02.1784 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 9 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 9 1607-4041 spa https://redie.uabc.mx/redie/article/view/1784/1731 https://redie.uabc.mx/redie/article/view/1784/1734 https://redie.uabc.mx/redie/article/view/1784/1832 Derechos de autor 2019 Revista Electrónica de Investigación Educativa https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Pinto de Almeida, Maria de Lourdes
Jung, Hildegard Susana
Sudbrack, Edite Maria
spellingShingle Pinto de Almeida, Maria de Lourdes
Jung, Hildegard Susana
Sudbrack, Edite Maria
Brazilian Education Policies: Consequences of a National Curriculum
author_facet Pinto de Almeida, Maria de Lourdes
Jung, Hildegard Susana
Sudbrack, Edite Maria
author_sort Pinto de Almeida, Maria de Lourdes
title Brazilian Education Policies: Consequences of a National Curriculum
title_short Brazilian Education Policies: Consequences of a National Curriculum
title_full Brazilian Education Policies: Consequences of a National Curriculum
title_fullStr Brazilian Education Policies: Consequences of a National Curriculum
title_full_unstemmed Brazilian Education Policies: Consequences of a National Curriculum
title_sort brazilian education policies: consequences of a national curriculum
description This qualitative and theoretical study aims to discuss the possible consequences of a National Common Curriculum Basis in basic-level education in Brazil in the context of curriculum policies. Official documents and state discourse were analyzed using a dialectical methodology. Gramscian theory serves as the basis for the theoretical foundation of this work, which discusses whether the Common National Basis promotes emancipation or constitutes a regulatory instrument. Hegemonic structures were found in the Common Basis, as content selection testifies to one group’s vision of what should be taught – a regulatory exercise. The results indicate that salvaging reflective praxis in place of a culture of management – typical of a business approach to research in education policy – seems fundamental in reclaiming the value and importance of intellectuals organizing emancipatory projects.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2019
url https://redie.uabc.mx/redie/article/view/1784
_version_ 1792094973343039488

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