Abstract

SANTOS, Karla de Oliveira. WHAT IS THE PLACE OF ETHNIC-RACIAL ISSUES IN THE NATIONAL COMMON CURRICULAR BASE?. Eccos Rev. Cient. [online]. 2022, n.60, e21730.  Epub Feb 08, 2024. ISSN 1983-9278.  https://doi.org/10.5585/eccos.n60.21730.

Since the 1990s the curriculum gains centrality in Brazil due the neoliberal policies implemented in line with large-scale exams, and when it was used as the representation of the quality of one’s education. In 2017, the latest version of the National Common Curricular Base (BNCC) for early childhood education and elementary education was published, constituting itself as a national curriculum. This new curriculum was dealing with narratives of educational equality and conservative representations and private interests, which gained voice in 2016 with the political-legal coup, supported by the media, and the rise of Bolsonarism. However, the imposition of a common curriculum conflicts with ethnic and racial diversity, even with the Law No. 10,639 / 2003 and Legal Opinion No. 03/200. In this sense, this paper intends to carry out a theoretical reflection from studies on the BNCC, pointing out some problematical elements about the place that ethnic-racial issues occupy in this national curriculum.

Keywords : curriculum; ethnic-racial issues; national common curricular base.

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