Abstract

CASAGRANDE, Ana Lara; ALONSO, Katia Morosov  and  SILVA, Danilo Garcia da. Unified national basic curriculum and high school: reflections in the light of contemporary conjuncture. Rev. Diálogo Educ. [online]. 2019, vol.19, n.60, pp.407-425.  Epub Feb 04, 2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.19.060.ao05.

In this text, we have the objective of reflecting on the education of the young people of High School, with a view to the establishment of the National Curricular Common Base (NCCB). A qualitative research is developed, based on the documentary analysis, whose central source is the Ministry of Education, while promoting discussions (developed with the bibliographic analysis procedure) on the curriculum and the educational duality, to contextualize the impact of a common base in a country with continental dimensions and cultural pluralities such as Brazil. It is noted that educational policy is linked to government programs, especially when addressing curriculum: revealing dynamics of identity and power. Ensuring minimum contents, while at the same time bringing a notion of universalization of the knowledge and initial learning to be acquired, can generate a reductionist standardization, that is, the risk is to draw a gap between integral formation for all, concept complex because it is minimalist in essence, and the limiting work of guidelines confused with a basic curriculum. We also discussed the NCCB in relation to the formation programs for the teaching profession and the importance of the theme to permeate this context. The problem of disparity in access to knowledge is recognized, so quality in education will not be reached outside of discussions about curriculum, policy, teacher training, and the economic system.

Keywords : NCCB; High school; Curriculum; Educational politics.

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