THE COMMON NATIONAL CURRICULAR BASE: CONTRADITIONS, NEGLIGENCE AND POSSIBLE ALTERNATIVES FOR TEACHING GEOGRAPHY

Abstract

The Common National Curriculum Base (BNCC) has been the target of intense debate, due to certain contradictions that the document presents. Based on this, and making use of theoretical references, I seek to draw an analysis, considering about a decade of performance in basic and public education. Such analysis considers the different levels of objectification of the curriculum: prescription, presentation, modification and evaluation. Furthermore, it is worth considering the three major perspectives on which the notion of school curriculum is based: traditional, critical and post-critical. Reading the BNCC shows us that, while some terms are present, others, very important, do not appear, which does not sound like an innocent forgetting, but rather, as something purposeful. In the case of Geography teaching, we have what is presented to us as spatial thinking, something already present, even in Geography classes in Basic Education, although presented as a novelty at BNCC.