O direito à educação de qualidade e a formação cidadã no contexto atual: olhares às possibilidades e aos desafios relacionados com o documento da Base Nacional Comum Curricular

Abstract

This investigation is part of the Research Line “Educational Policies” of the Graduate Program (PPGE) of the Federal University of Fronteira Sul (UFFS), Campus Chapecó (SC), and proposes a reflection on citizenship and right to a education of quality in the National Curricular Common Base (BNCC) and its relationship with the current educational reality, affected by the Covid-19 pandemic. This scenario has changed the school routine and it is considered that the right to quality education needs to be preserved even in the face of the pandemic situation, as this right is granted in the Constitution of the Federative Republic of Brazil, 1988, and in other legal provisions derived from it. The right to an education with quality is characterized as a foundation of human dignity, and it is part of social rights and qualified as a right for everyone and a duty of the State and the family. The State has a duty to ensure, through educational policies, the right to a Basic Education with quality, promoting learning opportunities to all Brazilians throughout the national territory, as this is a right of a subjective nature. Therefore, this study investigates: How do educational policies influence the school’s proposition, the right to a quality education and citizen training and how does the BNCC ensure or weaken these perspectives? The objective of this research is to analyze aspects of educational policies, more specifically to the BNCC document, considering the current school context in which the Covid-19 pandemic is experienced, in order to understand its contributions and limits to citizen training and guarantee to quality education. This is a qualitative investigation, developed through an association between bibliographic research, involving the theoretical field, contributed, especially, in the area of Education, and documental research, which dialogue with the Discursive Textual Analysis (DTA) in the perspective of dialogic-hermeneutics as analytical links. With this investigation, it is expected to offer elements to think about the educational policy and its relations with the reality of the school context. We conclude that education is a social right in dispute, when educational policies, including the BNCC, are designed to meet the determinations of international organizations and global capitalism. BNCC occupies a strategic position which helps and favors the formation of citizens who meet the criteria required by this system. Thus, the document does not contribute to the formation of autonomous, critical, reflective and inclusive citizens of society and who have a broader perception of the world and social organization. In other words, according to the studied data, the formation of subjects, based on this policy, does not contribute to the social dynamics and which the society can be more humanly emancipated.