DIALOGUE ON CITIZENSHIP IN THE BNCC FROM A FREIREAN PERSPECTIVE

Abstract

The aim of this article is to discuss the perspective of human emancipation and citizenship presented in the National Common Core Curriculum (BNCC), thus making a connection and dialog with the Freirean perspective. The guiding problem consists of the following investigation: What contribution does the BNCC make to promoting education from the perspective of citizenship and humanly emancipated subjects? The study involved bibliographical and documentary research, based on dialogical hermeneutics and supported by elements of Textual Discourse Analysis (TDA). The key authors for this study include Copatti and Andreis (2021), Simões and Andreis (2019), Freire (1974, 2004, 2001), Gadotti (2013) and Silva and Estormovski (2023). The research indicates that training for citizenship, based on this policy, moves towards a shortened view of the world, with a precarious contribution to humanistic emancipatory education and, to a large extent, imposing on the school the commitment to find ways to respond to this demand. By linking the BNCC to the pedagogical principles advocated by Freire, we reflect on education that transcends market discourses and is aimed at human emancipation. We conclude that the National Common Core Curriculum (BNCC) plays a significant role in the formation of subjects aligned with the imperatives and demands of the neoliberal system by prioritizing the interests of the market to the detriment of the emancipatory human formation advocated by educator Paulo Freire. We therefore highlight a challenge to the formation of critical subjects who can actually contribute to building a fairer society in the face of the prioritization of market interests underlying the BNCC.