BNCC e educação histórica: diretrizes para a diversidade cultural

Abstract

The present research, part of the historical education and cultural diversity line of research, has its theme the teaching of history in the recent reforms in the national curriculum guidelines. From a perspective of decolonial studies, we approach existing approximations between historical education, ethnic-racial relations, gender and sexuality, which are reflected in everyday school life, and which become an object in the scope of educational policies. Based on these prerogatives, we seek to assess how the set of current educational guidelines, known as the National Common Curricular Base (BNCC) and the Curricular Document for Goiás - Expanded (DC-GO) seek to contemplate this multi/intercultural debate in the promotion and appreciation of cultural diversity. In this sense, we hypothesize that the colonial base present in education, through colonialities, is still very present, and even if one perceives an advance in relation to the insertion of contents and competences that seek to meet the demand of different groups, such as indigenous and afrodiasporic and their descendants, as required by Laws 10639/2003 and 11645/2008, gender and sexuality issues still require regulation. Methodologically, the research is descriptive, in the qualitative approach, with interpretation based on discourse analysis. Thus, the theoretical support is based on documental and historiographical analysis in dialogue with the guidelines for basic education, with interviews being carried out, which served to complement the theoretical analyzes referring to the guidelines of the BNCC and DC-GO curriculum