Do golpe de 2016 à Base nacional Comum Curricular (BNCC): lutas pela educação

Abstract

This dissertation analyzes the National Common Curricular Base (BNCC) in the context of the post-2016 coup, investigating its implications for public education and the power relations that permeate Brazilian educational policy. Based on Marxist theory and Gramscian thought, the research observes the impact of the BNCC on the widening of educational inequalities, with an emphasis on the influence of the private sector. It starts with the guiding question: how does the BNCC contribute to the deepening of inequalities and the reemergence of contradictions in education, considering the relationship between public and private education? Based on this question, the general objective is to analyze the approaches of the BNCC in light of the contradictions of the capitalist system, reflecting on how the curricular document qualitatively impacts public education compared to private education. Specifically, the research seeks to examine Antonio Gramsci's thinking on education and hegemony, as well as the contributions of Dermeval Saviani, relating them to the neoliberal guidelines that permeate the BNCC. This research approaches the BNCC as a centralized instrument that, by standardizing public education, restricts pedagogical autonomy and imposes limitations on the critical development of students, favoring a segmented education that serves the interests of capital. The research also examines the process of commodification of education in Brazil and the consequences of the neoliberal policies renewed after the 2016 coup, such as the Spending Cap Law and the High School Reform, which impact funding levels and the quality of public education. Our hypothesis is that the BNCC, by standardizing public education and allowing multiple approaches to the private sector, intensifies social disparities in the educational field. The work highlights the importance of a critical and emancipatory education that counters capitalist logic, allowing the working class to have equal access to quality education. With this analysis, we intend to contribute to the debate on the contradictions and challenges of the Brazilian education system, proposing a reflection on the need for public policies that promote social justice and overcome structural inequalities.