An ambivalent reading about the adoption of a national curricular base: doing justice to the reflexivity of the philosophy of education

Resumen

COSSETIN, Vânia Lisa Fischer. An ambivalent reading about the adoption of a national curricular base: doing justice to the reflexivity of the philosophy of education. Educ. Rev. [online]. 2017, vol.33, n.66, pp.295-311. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.51175.

The present article aims to verify to what extent the adoption of a national curricular base might be justified in view of the pretension of qualifying and universalizing Brazilian education, and to what extent it might be rejected for not living up to our multifaceted educational reality. The first approach seeks to draw attention to the emancipatory potential and universal of education in tension with a certain theoretical perspective that accentuates the differences of the human being and gives privilege to the contextual contingencies. The second approach problematizes the proposal of elaborating a common curricular base, highlighting some contradictions, which might justify its controversy and alleged illegitimacy when faced with the current national scenario.

Palabras clave : Education; Universality; National Curricular Base..

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