<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100627</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349250430por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A construção discursiva da realidade na Base Nacional Comum Curricular]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pykocz]]></surname>
<given-names><![CDATA[Danielle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benites]]></surname>
<given-names><![CDATA[Larissa Cerignoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade da Região de Joinville/Colégio Univille  ]]></institution>
<addr-line><![CDATA[São Bento do Sul SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100627&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100627&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No campo da educação, o exame dos documentos políticos orientadores de currículo está aberto a diferentes perspectivas analíticas e uma delas é a &#8220;teoria social do discurso&#8221; que se apoia na concepção tridimensional do discurso: texto, prática discursiva e prática social. Com base nessa teoria, empreendemos a análise da constituição discursiva da realidade na Base Nacional Comum Curricular (BNCC) considerando que a concepção de realidade coaduna para a justificação da política, como também para a construção de consensos em torno dela, visto que identifica os problemas a serem resolvidos pela educação, bem como, aponta as condições de atuação da escola no mundo para então delinear os encaminhamentos pedagógicos a serem assumidos pela escola. Além disso, a prática de constituição discursiva da realidade exerce força para impelir os sujeitos na realização do que é prescrito através do documento. Argumentamos que a construção discursiva da realidade na BNCC assume a concepção de realidade anistórica impulsionada pelo desenvolvimento científico-tecnológico que, por sua vez, demanda da educação o desenvolvimento de competências e habilidades que possibilitem a adaptação dos sujeitos no modo de produção capitalista. A análise realizada permite ainda indicar dimensões possíveis de serem exploradas a partir da &#8220;teoria social do discurso&#8221;, como a tendência de individualização do processo educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In the field of education, the examination of political documents is open to different analytical perspectives including the one known as the Social Theory of Discourse, which is based on the three-dimensional conception of discourse: text, discursive practice and social practice. Based on this theory, we analyzed the discursive constitution of reality in the National Common Curricular Base (BNCC) of Brazil. On one hand, the conception of reality harmonizes with the justification of politics as well as contributes to building consensus around it by identifying the problems to be solved by education, and it also points out the conditions of the school&#8217;s performance in the world, so that it can outline the pedagogical guidelines to be assumed by the school. In addition, the practice of discursive constitution of reality exerts force to impel the subjects to carry out what is prescribed through the document. We argue that the discursive construction of reality in BNCC presupposes the perception of antihistorical reality, driven by scientific-technological development, which, in turn, demands from education the development of skills and abilities that enable the adaptation of subjects in the capitalist production. The analysis carried out also allows to indicate possible dimensions to be explored drawing from the Social Theory of Discourse, such as the tendency to individualize the educational process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Base Nacional Comum Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Teoria social do discurso]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="en"><![CDATA[National Common Curricular Base]]></kwd>
<kwd lng="en"><![CDATA[Social theory of discourse]]></kwd>
<kwd lng="en"><![CDATA[High school]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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