THE IMPACTS OF COMMON CURRICULAR NATIONAL BASE (BNCC) ON FIELD EDUCATION POLICIES AND EDUCATIONAL PROJECTS OF AGRICULTURAL FAMILY SCHOOLS

Abstract

This article analyzes the possible impacts of BNCC on the pedagogical and curricular proposal of rural schools, mainly of the Agricultural Family Schools (EFAs). It is the result of discussions with the Agricultural Family Schools of Piauí, through the Extension Project: “Education of the Field and Pedagogy of Alternation”, developed by the Center for Study and Research in Rural Education (NUPECAMPO / UFPI). The collective reflections developed on the political and pedagogical principles that underlie the National Base, in dialogue with the theoretical and epistemological assumptions of Rural Education, point out that BNCC brings numerous challenges to the consolidation of rural education policy, since it concentrates in the development of competences and skills linked to the interests of capital, to the detriment of a solid theoretical and practical training that favors a critical understanding of reality. In addition, it proposes a curriculum associated with the reproduction of knowledge displaced from the territories and contexts of students and educators, as well as the diversity of cultural knowledge and practices historically constructed by rural people.