Year: 2024
Type: article
Abstract: This article analyzes the National Common Curricular Base (BNCC) and its impact on education, with an emphasis on the guidelines for Secondary Education aimed at the teaching of Geography. The qualitative research, supported by bibliographic and documentary sources, questions whether the proposed model may inadvertently perpetuate educational practices that reproduce social inequalities and serve the dominant interests of the bourgeois class, rather than promoting an education that genuinely transforms the society. The findings reveal that, despite the BNCC's emphasis on contextualization and curricular adaptability, it still imposes a restrictive model by enforcing a minimum curriculum that does not accommodate regional diversities and inequalities. It is concluded that, for education to be truly inclusive and transformative, curricula must be developed with the active participation of teachers, administrators, and communities, respecting local needs and realities in order to combat the reproduction of social inequalities.
Source: Ensaios de Geografia
Institution: Universidade Federal do Rio Grande do Norte
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4414435735
FWCI:
Cites:
Cited by:
Related to: