Políticas educacionais e a formação de cidadãos razoáveis: uma análise reflexiva das competências gerais da BNCC

Abstract

The present research, of a basic nature, is linked to the line of Educational Policies. It is a qualitative research, based on the hermeneutic method and guided by the procedures of bibliographical research, documentary and content analysis. Its main objective is to investigate the possibilities and limitations of the National Curricular Common Base (BNCC) in face of the challenge of educating with a view to reasonable citizenship. The guiding problem is to understand to what extent the general competences of the BNCC (im)possibility in the Basic Education to establish formative processes with a view to reasonable citizenship. We work with the hypothesis that BNCC's general competences approach presents a broad and defined curriculum proposal, however, which is fragile and limited due to the prescriptive nature, leading to a managed and subject to control training, creating obstacles in perspective of training for reasonable citizenship. To substantiate a plausible response to this purpose, a double challenge was considered: (i) to base the notion of reasonable citizenship on the educational conceptions of Matthew Lipman (1991, 1995, 2014) and Martha Nussbaum (2005, 2014, 2015) and, (ii) to analyze BNCC's general competencies approach by anchoring itself in the analytical category of reasonable citizenship and contributions from the field of curricular policies. The dissertation is structured in three parts. In the first chapter, the notion of reasonable citizenship is defined as bringing together the thinking of a higher order (critical, creative and complex thinking) and the cultivation of humanity (examined life, world citizenship and narrative imagination), as well as the necessary conditions in in order to achieve this formative ideal. In the second one, the general characteristics of the BNCC are described, emphasizing the approach of the general competences, their dimensions and sub-dimensions. In the third chapter, the analytical course confirms the initial hypothesis indicating a paradoxical relationship between educational policies and training for reasonable citizenship. On the one hand we can see formal possibilities in function of the reiterated discourse of integral education inherent in the analyzed curricular policy; On the other hand, there are fragilities linked to the very conceptual nature of the competency approach, of trends towards instrumental education, directed primarily and strictly to the productive sphere. Finally, as a result of the research, it is possible to infer that, faced with the contradictions and tendencies of managed training, a competency-based curriculum, the conception of a reasonable citizenship, by priming for human development and replacing the role of the “citizen man”, requires a Basic Education that can go beyond the development of general competences.