Análise crítica da BNCC à luz da teoria crítica frankfurtiana

Abstract

This research, of bibliographical nature, linked to the Research Line Education, Society and Culture, of the Postgraduate Program in Education at PUC Goiás, has as main theoretical references the authors of Frankfurtian Critical Theory, especially Adorno, Horkheimer (1986), Marcuse (2005) and, also, those who deal with the BNCC, such as, for example, Freitas (2018), Lopes (2018), as well as authors who discuss the trajectory of Education, such as Jaeger (1994), Cambi (1999), Libera (1999), among others who provided support for this research. This is an investigation that has as a general objective to understand, based on Frankfurtian Critical Theory, the main impacts brought by the BNCC to Basic Education. Thus, it begins with the following question: What are the influences and impacts that the BNCC brings to the education of students today? It is understood that such a normative may transform the Brazilian curricular structure not by the way of broad and cultural training, but from market interests based on aspects such as competitiveness, productivity and entrepreneurship, reducing the possibility of critical consciousness. To this end, this research is developed in three interrelated chapters. The first chapter seeks to make some historical points about education, to know the concept and the foundations of Frankfurt's Critical Theory, as well as the BNCC. The second deals with the assumptions underlying the Cultural Industry, Neoliberalism, seeking to establish a connection with the BNCC. The third brings reflections on the main impacts of the BNCC on the education of students based on Frankfurt's Critical Theory. It concludes by exposing that it is necessary to resist the mechanized and indoctrinating perspective that the Cultural Industry exerts, and furthermore, points out the need to overcome the perspective of education that turns only to the preparation for the world of capital, supported by the BNCC, in order to oppose the processes involving power relations, inequality, oppression and exploitation present in contemporary society, which prevent the subjects from gaining an emancipatory education.