(IM)POSSIBLE EDUCATION IN THE ORDER OF CAPITAL – BNCC, INTEGRAL EDUCATION AND THE CHALLENGES FOR A TRANSFORMATIVE PEDAGOGICAL PRACTICE

Abstract

The National Common Curricular Base (BNCC), while proposing a comprehensive education of the student, reinforces a technicist perspective aligned with market demands, limiting teacher autonomy and the construction of a critical practice. In the context of neoliberalism, Integral Education is emptied of its transformative potential and converted into a mechanism for adapting to the world of work, prioritizing instrumental competencies and skills to the detriment of humanistic training. That said, we ask: In what way do the BNCC and the conception of Integral Education, within the neoliberal logic, favor the adaptation of students to the demands of the market to the detriment of a critical and emancipatory education? With this question, we anchored ourselves in the theoretical contribution of Laval (2019), Antunes (2018), Frigotto (2010), Tonet (2016), Castanho & Mancini (2016), Laval & Dardot (2016), Gadotti (2009), Antunes & Pinto (2017), Apple (2001), Manacorda (2007), Marx & Engels (2011), Lombardi (2010), Mészáros (2008), Saviani (2013), Freire (2014) and the National Common Curricular Base (BNCC), among others. That said, the research is qualitative from Minayo (2006), descriptive and bibliographic (Gil, 2008) and with a comprehensive analytical bias from Weber (1964). The findings of the research indicate that the BNCC, by emphasizing competencies and skills aligned with the market, reduces teacher autonomy and the critical training of students, consolidating a logic of adaptation to the world of work. The conception of Integral Education, within the neoliberal model, prioritizes employability to the detriment of full human development, emptying its emancipatory potential. In addition, there is a curricular standardization that restricts contextualized and transformative pedagogical approaches. The study also points out the influence of LDB guidelines in the legitimization of this model, reinforcing the commodification of education.