<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982024000100260</article-id>
<article-id pub-id-type="doi">10.1590/0102-469845142</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ESVAZIAMENTO DAS DIRETRIZES CURRICULARES NACIONAIS NA BASE NACIONAL COMUM CURRICULAR]]></article-title>
<article-title xml:lang="es"><![CDATA[LA AUSENCIA DE LAS DIRECTRICES CURRICULARES NACIONALES EN LA BASE NACIONAL CURRICULAR COMUN]]></article-title>
<article-title xml:lang="en"><![CDATA[THE NEAR ABSENCE OF THE NATIONAL CURRICULUM GUIDELINES IN THE NATIONAL COMMON CURRICULUM BASE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MOREIRA]]></surname>
<given-names><![CDATA[ANA SANTANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[EMERSON PIRES DA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[WÁRICA SANTOS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ECHEVERRÍA]]></surname>
<given-names><![CDATA[AGUSTINA ROSA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado da Educação de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás (GO)]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal de Educação, Cultura, Esporte e Lazer  ]]></institution>
<addr-line><![CDATA[Maracás Bahia (BA)]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás (GO)]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100260&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100260&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O presente artigo analisa o esvaziamento das Diretrizes Curriculares Nacionais para a Educação Básica (DCN) na Base Nacional Comum Curricular (BNCC). Trata-se de uma pesquisa documental de abordagem crítica inserida nos debates curriculares ancorados nos fundamentos teórico-metodológicos da Pedagogia Histórico-Crítica. Objetiva-se analisar e refletir sobre as diretrizes para a educação de grupos pouco reconhecidos e considerados nas políticas educacionais curriculares brasileiras, no sentido de fomentar o debate em torno dos processos de formação dos sujeitos que se pretende formar. As categorias de análise foram: 1) modalidades da educação (Escolar Indígena; Escolar Quilombola; do Campo; Especial; de Jovens e Adultos; Profissional e Tecnológica); e 2) eixos temáticos contemporâneos (Educação Ambiental; Educação em Direitos Humanos; Educação para jovens e adultos em situação de privação de liberdade nos estabelecimentos penais; Educação das Relações Étnico-Raciais e o Ensino de História e Cultura Afro-Brasileira e Africana; Atendimento escolar de crianças, adolescentes e jovens em situação de itinerância). Os resultados apontam que há um silenciamento e um retrocesso na BNCC, no que tange a algumas modalidades e eixos temáticos que já tinham seus direitos assegurados na DCN. Em contrapartida, na BNCC, mesmo apresentando os princípios de igualdade e universalidade, os sujeitos são homogeneizados, sem considerar as diferenças e subjetividades que existem ou podem existir. Posiciona-se aqui em defesa de uma educação que, considerando efetivamente a diversidade e as profundas desigualdades da sociedade brasileira, advogue por uma formação omnilateral dos sujeitos na perspectiva da transformação social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El presente artículo analiza la ausencia de las Directrices Curriculares Nacionales para la Educación Básica (DCN) en la Base Nacional Curricular (BNCC). Se trata de un estudio documental de abordaje crítica de los debates curriculares fundamentados teóricamente en la Pedagogía Histórico-Crítica. El objetivo es analizar y reflexionar sobre las directrices para la Educación de grupos poco reconocidos y considerados en las políticas educacionales curriculares con el objetivo de promover el debate en torno de los procesos de formación de los sujetos que se pretende formar. Las categorias de análisis fueron: 1) modalidades de la educación (Escolar Indígena; Escolar Quilombola; del Campo; Especial; de Jóvenes y Adultos; Profesional y Tecnológica); e 2) ejes temáticos contemporaneos (Educación Ambiental; Educación en Derechos Humanos; Educación para jóvenes y adultos en situación de privación de liberdad en establecimientos penales; Educación de las Relaciones Étnico-Raciales y la Enseñanza de Historia y Cultura Afro-Brasileña y Africana; Atención escolar de niños, adolecentes y jóvenes en situación de itinerancia). Los resultados indican que hay un silenciamiento y un retroceso en la BNCC, en algunas modalidades y ejes temáticos cuyos derechos ya habían sido asegurados en las DCN. En contrapartida, em la BNCC, aún presentando los principios de igualdad y universalidad, se observa que los sujetos son homogenizados, sin considerar las diferencias y subjetividades que existen o pueden existir. Se posiciona aquí en defensa de una educación que, considerando efectivamente la diversidad y las profundas desigualdades de la sociedad brasileña, abogue por una formación omnilateral de los sujetos en una perspectiva de transformación social.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article analyzes the near absence of the National Curriculum Guidelines for Basic Education (in Portuguese, DCN) in the Common National Curriculum Framework (BNCC in Portuguese). We conducted a documentary study with a critical approach to the curricular debates anchored in the Historical-Critical Pedagogy theoretical-methodological foundations. The aim is to analyze and reflect on the educational guidelines for groups underrepresented in curricular educational policies to debate the formation processes of the subjects. The categories of analysis were: 1) modalities of education (Indigenous School; Quilombola School; Rural; Special; Youth and Adult; Vocational and Technological Schools); and 2) contemporary thematic axes (Environmental education; Human Rights Education; Education for young people and adults deprived of liberty in penal institutions; Education of Ethnic-Racial Relations and the Teaching of Afro-Brazilian and African History and Culture; School assistance for children, adolescents and young people in itinerant situations). The results indicate a silencing and a setback in the BNCC, concerning some modalities and thematic axes that had their rights guaranteed in the DCN. On the other hand, in the BNCC, though presenting the principles of equality and universality, the subjects are homogenized, disregarding the differences and subjectivities that exist or may exist. We advocate for an education that effectively considers Brazilian society's diversity and profound inequalities, seeking an omnilateral formation of subjects from a social transformation perspective.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[DCN]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[exclusão social]]></kwd>
<kwd lng="pt"><![CDATA[formação humana]]></kwd>
<kwd lng="es"><![CDATA[DCN]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[exclusión social]]></kwd>
<kwd lng="es"><![CDATA[formación humana]]></kwd>
<kwd lng="en"><![CDATA[DCN]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[social exclusion]]></kwd>
<kwd lng="en"><![CDATA[human formation]]></kwd>
</kwd-group>
</article-meta>
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