Pedagogical conception of DCN and BNCC: some (in)pertinent reflections

Abstract

This article is a result of the constant concerns arisen by  Base Nacional Comum Curricular (BNCC) (BRASIL, 2017), which is being discussed and studied in continuous training for teaching professionals of all public and private schools across the country. Thus, the objective of this paper is to understand the national demands that resulted in the emergence of the document, as well as its pedagogical conception compared to previous documents, such as the Diretrizes Curriculares Nacionais da Educação Básica (DCN) (BRASIL, 2013) and the demands pointed out by the Plano Nacional de Educação (BRASIL, 2014). Therefore, we sought to understand the concept of competence present at BNCC and to bring reflections from authors and excerpts from other documents that also explore the term, as well as other issues, such as content fragmentation and large-scale evaluation, possible discussions raised by the reading of the document. In this sense, it was possible to perceive the strong relationship that exists between education and the labor market and the role that the school has been forced to play in the Brazilian social scenario, which reinforces the need for new reflections on the subject in question.