WHAT IS DISPUTED IN / WITH THE NATIONAL COMMON CURRICULAR BASE?
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2021v14n1.57084Keywords:
Curriculum Policy, BNCC, Discourse, RightAbstract
This article examines the context of production of the National Common Curricular Base, discussing elements highlighted as symbolic landmarks of the changes that the BNCC brings to education. The election of these elements for analysis has the motto of an advertisement published in the media by the Ministry of Education shortly after the promulgation of BNCC by the Federal Council of Education. The constructed narrative takes on a tone of consensual agreement that obliterates disputes over the points highlighted. To highlight these disputes is the objective of this text, arguing, from a post-structuralist discursive perspective, that these disputes have not ceased, in the understanding of politics as a process of contingent signification, which implies reading it as a provisional closing, opening to negotiation.
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