The curriculum of countryside schools in the context of BNCC

political and epistemological tensions

Abstract

This article aims to analyze the tensions between the National Common Curricular Base (BNCC) and counter-hegemonic curricular perspectives that underlie curricular proposals in countryside schools in Brazil. It is a bibliographic study, with a qualitative approach, which uses the Historical and Dialectical Materialism (MHD) method. The category “tensions” functions as an analytical-dialectic key, used to mark the political-pedagogical contradictions between an educational project anchored in the BNCC curricular perspective and the educational project of rural schools, supported by curricular perspectives of counter-hegemonic pedagogical matrices, in order to rethink its sociopolitical function. The studies pointed to the importance of creating a curriculum that overcomes the conception of neoliberal and pragmatic education implicit in the BNCC, associated with the reproduction of knowledge that meets the interests of the capitalist system. The implementation of the BNCC has contributed to the mischaracterization of the curricular projects of countryside schools, linked to the theoretical bases of critical pedagogy. The curriculum of countryside schools is built in dialogue with the social, political and economic reality of communities, without losing sight of the historical struggle of countryside people, aiming to produce knowledge committed to a project of social transformation. In this sense, counter-hegemonic curricular perspectives offer alternative theoretical-conceptual elements to the BNCC.