Resumo

PONCE, Branca Jurema  e  ARAUJO, Wesley. CURRICULAR JUSTICE IN ‘BNCC’ IMPLEMENTATION TIMES AND DESPISE FOR ‘PNE’ (2014-2024). e-Curriculum [online]. 2019, vol.17, n.3, pp.1045-1074.  Epub 28-Out-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i3p1045-1074.

This paper is one of the products of research called Curriculum Justice in the 21st Century, policies and subjects of the curriculum, which guided Basic Education in Brazil in different regions and school networks. It is the result of the expansion of studies that relate curriculum and social justice conducted in the Study and Research Group in Curriculum Justice (called GEPEJUC) and analyzes of the Brazilian context, which has made impressive strides in deepening a neoliberal rationality in school life. Drastic cuts in public investments from 2016 was added to it, which have prevented the achievement of goals proposed by the National Education Plan (PNE - 2014-2024), in addition to the legal obligation imputed by the Brazilian State to the federated entities to implement the National Common Curricular Base (known as BNCC), approved in 2017. The school curriculum is analyzed as a territory of dispute (ARROYO, 2013) and the concept of curricular justice is presented in its three dimensions - knowledge, care and coexistence - using it in the analysis of recent Brazilian educational events and proposing it as one of the instruments of resistance to the dominant trends as far as spaces for democratic subjectivities are formed in the curriculum. The urgency of teaching in and for democracy understood as a value is emphasized. The theoretical foundation: in relation to epistemological and political propositions counted on Santos (2007, 2011, 2018) and Freire (2001, 2011, 2014) and, in relation to the concept of curricular justice counted on Santomé (2013), Connel (2009), Estevão (2001, 2004), Ponce and Neri (2015, 2019) and Ponce (2016, 2018).

Palavras-chave : Curriculum; Curricular justice; Educational policies; PNE; BNCC.

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