APRENDIZAGEM, AVALIAÇÃO E COMPETÊNCIA NAS TRÊS VERSÕES DA BASE NACIONAL COMUM CURRICULAR (BNCC): conceitos em comparação

Abstract

This study is part of the research program of/at the School Culture Observatory (OCE), which takes as sources and objects of study curricular texts/documents produced for formal and nonformal education spaces. In this context, we studied and analyzed the three versions of the National Common Curricular Base (BNCC), the last normative and prescriptive curriculum text/document, approved in 2017 by the Ministry of Education, in order to guide the directions of national education in achieving quality improvement education through the homogenization of knowledge and equity in access to official knowledge. For this purpose, we used the techniques of comparative study of a bibliographic documentary nature to analyze the concepts of learning, assessment and competence, specifically in the stage of Elementary Education (Basic Education), differentiating and understanding the intentionalities in the construction and textual exhibition paths. In addition, we run through the perspectives of curricular innovations that configure the treatment of learning as a synonym for competence and this as access to knowledge. The comparison made points, in short, to the central control exercised by the State, through the evaluations and modifications induced by BNCC in the curricular scenario, outlined by the recognition of the processes of selection, organization and distribution of knowledge, progressively distanced from the needs of students, subsumed in the development of competences and preparatory aptitudes for the construction of ‘cognitive capital’ (the labor activity based on knowledge).