Cross-cutting Themes in Basic Education

convergences between the BNCC and the 2030 Agenda

Authors

DOI:

https://doi.org/10.5335/rep.v33.18002

Keywords:

National Common Curricular Base, Teacher Training, Agenda 2030, Basic Education

Abstract

The article analyzes the impacts of incorporating Contemporary Cross-Cutting Themes (TCTs) into the Brazilian National Common Curricular Base (BNCC), highlighting the influence of the UN 2030 Agenda on Brazilian curricular policies. Based on a bibliographic review of theses and dissertations available in the CAPES database, it examines how TCTs have been addressed in basic education and the challenges teachers face in implementing them. The findings indicate that, although TCTs are essential for fostering students’ civic and critical development, significant gaps remain in both initial and continuing teacher education. The article also problematizes the limitations of the quantitative indicators of the 2030 Agenda in assessing teacher education, especially in light of the expansion of distance learning programs in teacher training courses. It concludes by emphasizing the need for public policies that strengthen critical, ethical, and sociopolitical teacher education, promoting dialogue among curriculum, diversity, equity, and human rights, and recognizing teachers as central agents of educational transformation.

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Author Biographies

  • Abdeljalil Akkari, University of Geneva

    PhD in Educational Sciences from the University of Geneva (Switzerland), 1992, he is a professor and director of the research group on international education at the University of Geneva, Switzerland. He has been a visiting professor at several universities abroad: KAZNU (Kazakhstan), PUC-PR (Brazil). He is a regular consultant on educational issues for international organizations. He served as Dean of Research at the University of Teacher Education (HEP-BEJUNE, Switzerland) and as Assistant Professor at the University of Maryland Baltimore County (USA). His main experience and major publications include studies on international cooperation, educational planning, multicultural education, teacher education, and educational inequalities. His current research interests focus on intercultural education, teacher education, and reforms of educational systems from a comparative and international perspective.

  • Mylene Cristina Santiago, Federal University of Juiz de Fora (UFJF)

    She holds a Bachelor’s degree in Pedagogy (UFJF), a specialization in Specialized Educational Support (UFC), a Master’s degree in Education (UFJF), and a Ph.D. in Education (UFRJ). She is a faculty member in the Department of Education and in the Graduate Program in Education at UFJF.

    She has worked in teaching and administration in Basic Education in the municipality of Juiz de Fora, focusing on inclusion. She was a faculty member at UFF Niterói. She served as a researcher at the National Observatory of Special Education and at the International Observatory on Inclusion, Interculturality, and Pedagogical Innovation. She coordinated the Inclusion Support Center at UFJF, worked with the Undergraduate Teaching Programs Office (Pro-Rectory for Undergraduate Studies) at UFJF, and served as institutional coordinator of the Institutional Teaching Initiation Scholarship Program (PIBID/UFJF). Her research and outreach activities focus on teacher education, inclusion in education, interculturality, curriculum, and public policies in education.

  • Evandro Consaltér, CESURG College – Marau

    Doutor em Educação (Bolsista Capes) pela Universidade de Passo Fundo (UPF). Membro do Grupo de Estudos e Pesquisas em Educação Superior - GEPES, vinculado ao Programa de Pós-Graduação em Educação da UPF, Passo Fundo/RS, ao Grupo de Estudos e Pesquisas em Educação Superior - GEPES, ligado à Unicamp, Campinas/SP. Coordenador Pedagógico e de Qualidade Acadêmica da Faculdade Cesurg Marau/RS. 

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Published

2026-08-26

Issue

Vol. 33 (2026): PUBLICAÇÃO CONTÍNUA

Section

Artigos de fluxo contínuo

License

Copyright (c) 2026 Abdeljalil Akkari, Mylene Cristina Santiago, Evandro Consaltér (Autor)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Os direitos autorais são mantidos pelos autores, os quais concedem à revista o direito de primeira publicação. 

How to Cite

Cross-cutting Themes in Basic Education: convergences between the BNCC and the 2030 Agenda. Revista Espaço Pedagógico, v. 33, p. e18002, 26 Aug.2026.

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