A influência empresarial na política curricular brasileira: um estudo sobre o Movimento pela Base Nacional Comum

Abstract

This research addresses the relationship between the business class and the curriculum counter-reform and investigates the performance of the Movement for the Common National Base (MBNC) in the elaboration of the Common National Base (BNCC). The question that guided the investigation was defined in the following terms: How did the Movement work through the Common National Base in the elaboration of the BNCC (EI / EF), what formulations were presented by this organization and what strategies were used to validate them? Can the education project advocated by MBNC for BNCC be considered the expression of the counter-reform process in education? The objective of the research was to analyze the formulations and strategies constructed by the Movement for the Common National Base (MBNC) to direct the debate and the elaboration of the curricular policy materialized in the BNCC. The epistemic foundation of the research is historical-dialectical materialism. The documentary corpus is made up of documents produced and / or supported by MBNC referring to the process of preparing and consolidating the BNCC. The methodological procedures for analyzing the production of the MBNC are based on documentary research based on the following content categories: conformism, social function of the public school and educational work. The research proves that the influence of MBNC in the constitution of BNCC sought to consolidate the project of education and society of the business class by subordinating the training process of Brazilian students in public schools to the demands presented in the context of the most recent crisis of the capitalist system. In this line, the study reveals that MBNC defends: a) the intellectual and moral subordination of teachers to their education project, materialized at BNCC; b) the incorporation of skills pedagogy as a reference for the human education of Brazilian students, bringing refinement in the defense of socio-emotional competences as an innovative element; c) the use of this pedagogy from the development of the notion of “learning to learn”, secondary to the relevance of the knowledge historically produced and promoting the emptying of the social function of the basic school; d) the subordinate link between curricular proposals and external evaluations based on the clear definition of the desired competences; e) an extremely restricted conception of educational work, comprising teachers as executors of predefined proposals, converting them into legitimizers of the hegemonic project. Therefore, the MBNC's formulations and strategies for the consolidation of the BNCC reveal that, in line with the process of globalization of education, a restricted and unilateral training process is underway in Brazil, with the objective of training the new type of man for the maintenance and deepening of capital-imperialism.