POLÍTICA CURRICULAR E NEOLIBERALISMO: UMA CRÍTICA À BASE NACIONAL COMUM CURRICULAR A PARTIR DO LEGADO FREIRIANO

Lucilene Amarante; Andressa Garcia de Macedo; Jani Alves da Silva  Moreira

doi:10.5216/ia.v46ied.especial.68414

CURRICULAR POLICIES AND NEOLIBERALISM: A CRITICISM OF THE NATIONAL COMMON CURRICULAR BASE (BNCC) BASED ON THE FREIRIAN LEGACY

Authors

Lucilene Amarante Universidade Estadual de Maringá (UEM), Maringá, Paraná, Brasil, lucileneamarante@hotmail.com https://orcid.org/0000-0002-7994-4164
Andressa Garcia de Macedo Universidade Estadual de Maringá (UEM), Maringá, Paraná, Brasil, dessa.kenes@gmail.com https://orcid.org/0000-0002-0870-7065
Jani Alves da Silva Moreira Universidade Estadual de Maringá (UEM), Maringá, Paraná, Brasil, jasmoreira@uem.br https://orcid.org/0000-0002-3008-0887

DOI:

https://doi.org/10.5216/ia.v46ied.especial.68414

Abstract

In this article, we analyze the political-economic ideology of neoliberalism present in the curriculum policy of primary education in the context of the approval of the BNCC and establish an opposite relation with the Freirian legacy, especially with its concept of a questioning, fair and democratic school. Methodological proposals are based on the analysis and understanding of the historical, political and economic situation at the time. The text is composed by the results of an exploratory research, of bibliographic aspect, about the main ideas of neoliberalism, economic doctrine that ends up justifying the principles of inequality and social exclusion. The results are analyzed looking ideally at the proposal of a questioning curriculum that contains appropriate knowledge to a conception of a school that lacks the logic of the market. At last, it is considered that Paulo Freire proposes a curriculum built from the students’ reality and capable of reducing, through knowledge, the inequalities that were generated by the adoption of neoliberalism.

KEYWORDS: Curricular Policy. Paulo Freire. Neoliberalism. Emancipation. BNCC.

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Author Biographies

Lucilene Amarante, Universidade Estadual de Maringá (UEM), Maringá, Paraná, Brasil, lucileneamarante@hotmail.com

Mestre em Educação pela Universidade Estadual de Maringá/Paraná. Doutoranda do Programa de Pós-Graduação em Educação (PPE/UEM) na linha de Políticas e Gestão em Educação. Docente da Educação Básica do Sistema Municipal de Educação de Sarandi/Paraná. Integrante do Grupo de Estudos e Pesquisas em Políticas Educacionais, Gestão e Financiamento da Educação - GEPEFI/CNPq.

Andressa Garcia de Macedo, Universidade Estadual de Maringá (UEM), Maringá, Paraná, Brasil, dessa.kenes@gmail.com

Mestranda em Educação na Universidade Estadual de Maringá (UEM-PR). Licenciada em Pedagogia (UEM). Docente da Educação Básica na rede municipal de ensino de Maringá/Paraná. Integrante do Grupo de Estudos e Pesquisas em Políticas Educacionais, Gestão e Financiamento da Educação - GEPEFI/CNPq.

Jani Alves da Silva Moreira, Universidade Estadual de Maringá (UEM), Maringá, Paraná, Brasil, jasmoreira@uem.br

Doutora em Educação pela Universidade Estadual de Maringá – UEM. Docente Associado do Departamento de Teoria e Prática da Educação e do Programa de Pós-Graduação em Educação da Universidade Estadual de Maringá – UEM, Maringá, PR. Realizou pós-doutorado na Universidade Federal do Paraná (UFPR), com estágio pós-doutoral no Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade de Salamanca (USAL), na Espanha. Líder do GEPEFI/CNPq - Grupo de Estudos e Pesquisa em Políticas Educacionais, Gestão e Financiamento da Educação.

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Published

2021-10-05

How to Cite

AMARANTE, L.; MACEDO, A. G. de; MOREIRA, J. A. da S. . CURRICULAR POLICIES AND NEOLIBERALISM: A CRITICISM OF THE NATIONAL COMMON CURRICULAR BASE (BNCC) BASED ON THE FREIRIAN LEGACY. Journal Inter-Ação, Goiânia, v. 46, n. ed.especial, p. 1224–1241, 2021. DOI: 10.5216/ia.v46ied.especial.68414. Disponível em: https://revistas.ufg.br/interacao/article/view/68414. Acesso em: 17 jul. 2024.

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Issue

Vol. 46 No. ed.especial (2021): Paulo Freire - 100 years: faces of a humanizing praxis

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Dossier Articles

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