Brief thoughts about ontological and epistemological foundations of the Common Core National Curriculum – BNCC

Abstract

Since the 1990s, there has been a series of curricular reforms in Brazil that seek to pave the way for private initiative, in a movement that aims to commodify public education amid the escalation of the neoliberal agenda, which, in turn, combines interests of economic groups, which are articulated in several dimensions, ranging from the global to the local level. This article aims to contribute to think about the ontological and epistemological bases contained in the BNCC, demonstrating the conservative and multiculturalist character in its role in (re)producing the status quo and maintaining social inequalities, through the attempt to capture the school, curriculum and teaching work, highlighting the role of the World Bank. Thus, the methodology was based on the historical and dialectical materialist method based on matrix research, under the coordination of the State University of Bahia - UNEB, the Federal University of Alagoas - UFAL and the Federal University of Bahia - UFBA, of a national nature, which has the title - “The BNCC in control of public education: neoliberal mechanisms to contain emancipatory educational perspectives”. Compreende-se que, se por um lado há uma nova ofensiva do capital em relação à educação, por outro lado, há movimentos contra hegemônicos, seja no campo ou na cidade, que lutam por uma educação pública, gratuita, socialmente referenciada e de qualidade.