The Brazilian national core curriculum : elements for an analysis of the democratic debate

Paula, Alessandra Valéria de; Dantas, Otília Maria Alves da Nóbrega Alberto

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Campo DC	Valor	Lengua/Idioma
dc.contributor.author	Paula, Alessandra Valéria de	-
dc.contributor.author	Dantas, Otília Maria Alves da Nóbrega Alberto	-
dc.date.accessioned	2020-04-15T16:14:53Z	-
dc.date.available	2020-04-15T16:14:53Z	-
dc.date.issued	2019	-
dc.identifier.citation	PAULA, Alessandra Valéria de; DANTAS, Otília Maria A. N. A. The Brazilian national core curriculum: elements for an analysis of the democratic debate. In: CANADA INTERNATIONAL CONFERENCE ON EDUCATION (CICE-2019), 2019, Mississauga. Proceedings [...]. Mississauga: University of Toronto, 2019. v. 10. p. 53-54.	pt_BR
dc.identifier.uri	https://repositorio.unb.br/handle/10482/37492	-
dc.language.iso	Inglês	pt_BR
dc.publisher	Infonomics Society	pt_BR
dc.rights	Acesso Restrito	pt_BR
dc.title	The Brazilian national core curriculum : elements for an analysis of the democratic debate	pt_BR
dc.type	Trabalho apresentado em evento	pt_BR
dc.subject.keyword	Educação	pt_BR
dc.subject.keyword	Educação e Estado	pt_BR
dc.subject.keyword	Currículos	pt_BR
dc.rightsholder	© CICE - 2019	-
dc.description.abstract1	The formulation of the Brazilian National Core Curriculum, (BNCC, acronym in Portuguese) is marked by contradictory actions among the State and the social actors, besides significant institutional political crises which have affected the final version of the document for Secondary School level. This paper was written during the technical report elaboration phase of the National Council of Education, which had organized public hearings in the five regions of the country in order to legitimate the proposal addressed by the Ministry of Education. In this context, under the influence of authors who approach upon curriculum and public policies, we have analysed the approval process of the BNCC through the participatory observation of the hearing, the documents delivered by the present entities, and the rapporteur’s final opinion. The conclusions indicate that the dissent aroused lacked more time and space for debates among the educational community, the school and the State actors.	pt_BR
dc.description.unidade	Faculdade de Educação (FE)	pt_BR
dc.description.unidade	Departamento de Métodos e Técnicas (FE MTC)	pt_BR
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