Resumo

ALMEIDA, Maria de Lourdes Pinto de; JUNG, Hildegard Susana  e  SUDBRACK, Edite Maria. Brazilian Education Policies: Consequences of a National Curriculum. REDIE [online]. 2019, vol.21, e02.  Epub 15-Abr-2020. ISSN 1607-4041.  https://doi.org/10.24320/redie.2019.21.e02.1784.

This qualitative and theoretical study aims to discuss the possible consequences of a National Common Curriculum Basis in basic-level education in Brazil in the context of curriculum policies. Official documents and state discourse were analyzed using a dialectical methodology. Gramscian theory serves as the basis for the theoretical foundation of this work, which discusses whether the Common National Basis promotes emancipation or constitutes a regulatory instrument. Hegemonic structures were found in the Common Basis, as content selection testifies to one group’s vision of what should be taught - a regulatory exercise. The results indicate that salvaging reflective praxis in place of a culture of management - typical of a business approach to research in education policy - seems fundamental in reclaiming the value and importance of intellectuals organizing emancipatory projects.

Palavras-chave : Educational policy; curriculum evaluation; curriculum relevance; basic education.

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