A Base Curricular Nacional Comum e as implicações para a construção do currículo crítico comunicativo
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Data
2018-03-20
Autores
Cardoso, Valdeíra Aparecida
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Universidade Federal de Mato Grosso
Resumo
This research has inserted in the Group of Studies of Dialogical Learning
(GEAD), in the field of research called Teacher Training. It has linked to the Graduate
Program in Education of the Universidade Federal de Mato Grosso, Campus
Rondonópolis. It is supported by studies on curriculum and popular education that guide
our view to reflect on the conceptual bases of the Critical Communicative Curriculum. It
can contribute to think about an educational proposal that has enhanced the diversity
presents in the school community. Our aim to analyze the conceptions substantiate the
concept of diversity, solidarity and equity the presented in official document Common
National Curricular Basis. Our corpus of analysis is composed by the work of Donatila
Ferrada Torres who presents the concept of Critical Communicative Curriculum as a
proposal of possibility of equity for all boys and girls independently of the socioeconomic
contexts to which they are inserted. It also has composed our corpus of analysis, academic
articles published from the resonance of the mentioned work and which, according to preestablished criteria, were considered publications in the field of Education. For this
purpose, we have adopted as a research methodology the reference of Nadja Hermann
(2002), which proposes to reflect the pedagogical action as a means to enable a new
interpretation and reinterpretation of the educational field questioning the ways of
educating, teaching and learning, understanding and dialogue. We still have John B.
Thompson (2011) on depth hermeneutics (HP), and applying the technique of content
analysis, as advocated by Laurence Bardin (1977). The curricular proposal presented also
assumes the challenge of mobilizing actions so that a communicative rationality can be
incorporated as an integral part of the curricular proposals, making it possible to rethink
the school institution with a view to equality of difference (FERRADA, 2001). In the
corpus analyzed, we identify that tha concept of diversity, solidarity and equity
presentend in the oficial BNCC document whitc do not agree whith the founding elements
of the Critical Comunicaive Curriculun since they develop a discourse without deepening
that ends up contributing, perhaps reinforcing the social inequalities and prejudice in
Brazilian schools.
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CARDOSO, Valdeíra Aparecida. A Base Curricular Nacional Comum e as implicações para a construção do currículo crítico comunicativo. 2018. 168 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2018.