THE COMMON NATIONAL CURRICULAR BASE PROCESS OF ELABORATION IN BRAZIL AND SOCIOLOGY

Abstract

The present study aims to analyze the process of elaboration of the Common National Curricular Base (BNCC) in Brazil between 2014 and 2018. The research questions were as follows: what curriculum models and educational proposals were in dispute in the context they were formulated? How was sociology approached in each proposal? How were the different organizing principles modified, re-signified or rearticulated in the different texts of the documents? Which BNCC principles and forms of organization prevailed in the winning proposal throughout the process? How was sociology integrated into the final proposal? Based on Basil Bernstein’s perspectives on curriculum studies, we have analyzed four documents and their proposals in three different political contexts: a) the consolidation phase of the idea of Basic Education, from Pre-school to High School, and of the learning rights (2012 to 2014); b) the conciliation phase between learning rights and content matrices perspectives of large-scale assessments (2015 and  2016); c) the disruption phase of the national debate and the High School reform (2016 to  2018). The study includes a table containing the four BNCC proposals as well as the situation of Sociology in those documents (2014; 2015; 2016; 2018). The analysis showed that the sociology found in the four proposals was captured by the predominant hegemonic pedagogical discourse in each debate. Pedagogical discourse is still encoded by persistent clashes over the curricula organizing principles, its components (subjects) or in the competencies and skills model.