INTEGRAL EDUCATION IN NETWORK

processes of citizen formation

Abstract

This article discusses the relationship between the National Common Core Curriculum (BNCC) and the notion of Comprehensive Education, understanding both as discursive productions permeated by political, economic, and ideological disputes. We start from the understanding that the BNCC mobilizes the notion of integrality as a strategy for legitimizing educational quality, associating it with the formation of the so-called “21st-century citizen,” a subject projected from standardized competencies and skills. Based on Discourse Theory and Stephen Ball's contributions on political networks and neoliberal governance, we analyze how different actors and institutions articulate themselves, reinforcing a logic of market and regulation, as evidenced in the political network developed in previous studies. We understand that this articulation constructs an idea of integrality that tends to standardize the subject, reducing them to a set of cognitive and socio-emotional competencies considered essential and universal. We defend integrality as a signifier open to dispute and reinvention. With a view to breaking with the hegemonic logic of training citizens for the 21st century, we operate with the notion of radical investment as a political and ethical commitment to training processes that recognize the uncertainty, difference, and multiplicity of subjects, arguing that education is an act of insurgency in which the curriculum and Integral Education assert themselves as fields of dispute and creation: an act of mobilization for the future.