The National Curricular Common Base and knowledge as a commodity

Authors

  • Jarbas Santos Vieira Universidade Federal de Pelotas
  • José Roberto de Oliveira Feijó Universidade Federal de Pelotas

DOI:

https://doi.org/10.4013/edu.2018.221.14855

Abstract

This article problematizes the epistemological dimension that underpins the proposal of the National Curriculum Standard. In doing so, it discusses the conceptions of competences and knowledge that are presented in MEC’s document exploring the concept of knowledge economy as the matrix of the curricular proposal. This makes possible to structure and understand the curricular conception that one wishes to implant in Brazilian schools. The conclusion was that every discursive apparatus of the right to education does nothing more than constitute competitiveness as the foundation of education. The impoverishment of knowledge, reduced to mere competence, does not operate for qualified life by culture, but for economic productivism, since an entire ethical and aesthetic dimension is neglected in the educational process.

Keywords: curriculum, National Curricular Common Base, knowledge economy, epistemology.

Author Biographies

Jarbas Santos Vieira, Universidade Federal de Pelotas

Universidade Federal de Pelotas Faculdade de Educação Departamento de Fundamentos da Educação Programa de Pós-Graduação em Educação Mestrado e Doutorado

José Roberto de Oliveira Feijó, Universidade Federal de Pelotas

Programa de Pós-Graduação em Educação. Pós-Doutorado.

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Published

2018-01-19

Issue

Vol. 22 No. 1 (2018): January/March

Section

Dossiê: Políticas de Currículo e Docência: significados, impasses e desafios no contexto Iberoamericano

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