Social justice and neoliberal discourse: problematizations about national curriculum common core
DOI:
https://doi.org/10.5335/rep.v26i3.9267Keywords:
BNCC, Neoliberal discourse, Social justice, Educational policiesAbstract
This study aims to analyze the National Curriculum Common Core- BNCC of the neoliberal discourse in the school in favor of social justice. For this, the research of a qualitative and bibliographical approach starts from the understanding that through curricular justice (TORRES SANTOMÉ, 2013) the school covers all aspects of student education and can contribute effectively to social justice (NANCY FRASER, 2012). However, during the analysis of the BNCC policy, it was perceived that the proposal is aligned with a neoliberal project that serves capital and private initiative. For the neoliberal logic is the economy that government proposition and converts individuals into consumers, including education. Thus, in order for the school to become an emplacement of social justice, it is necessary, among other things, to assume a emplacement of struggles and tensions in the constitution of an education project antagonistic to that in force, that is, a project aimed at democracy, solidarity and the common good.