RIGHT TO EDUCATION IN PANDEMIC

defending life and not the curriculum requirements of the BNCC

Abstract

The guidelines of the public management and social control bodies of educational policies for the emergency period of the pandemic, have presented bureaucratic and standardized solutions to follow up the school year and the curriculum in education networks and systems. This article presents an analysis of the education scenario based on the reflections of Rural Education collectives, aiming to debate how the Brazilian State has been neglecting the right to education, in view of the centrality given to BNCC and the legitimacy of remote teaching, which weaken the students' integral human formation and collaborate, in an expressive way, for the State's lack of responsibility for the structural policies that make possible the offer of quality education, during and after the pandemic. It is concluded that in order to overcome such contradictions, it is essential that the Brazilian State and social control bodies, deepen the analysis on the effective conditions of the education offer in the pandemic and broaden the dialogue channels with the communities and schools, aiming to know the different realities and, thus, build concrete solutions that ensure the right to education for all.