A concepção de educação emancipatória em Freire e a política curricular da Base Nacional Comum Curricular

Abstract

This research aimed to identify and analyze the political-pedagogical contradictions present in the curricular proposal of the Common National Curriculum Base (BNCC) from an emancipatory educational approach based on the Freirean perspective, intending to contribute to the theoretical and practical advancement of basic education. The study sought to understand the theoretical-methodological scope of Paulo Freire's concept of emancipation, analyze the extent to which the BNCC incorporates the emancipatory education approach proposed by Freire, and elucidate the theoretical characteristics of scientific productions that investigate BNCC policies concerning Freirean pedagogy. To achieve this, the research adopted a qualitative approach based on a critical-analytical analysis of the BNCC, using documentary analysis as the primary data collection method. It was supported by the concept of emancipation in Paulo Freire’s theoretical work, the set of documents that regulate the BNCC, and scientific productions that examine the BNCC in light of Freire’s pedagogical proposal. The relevance of this study lies in the need to understand the impact of BNCC implementation on Freire’s emancipatory approach, contributing to the theoretical and practical deepening of basic education in Brazil.

Keywords: Paulo Freire; Emancipatory education; BNCC.