A BASE NACIONAL COMUM CURRICULAR PARA O ENSINO MÉDIO: O ENGODO DA FORMAÇÃO

Abstract

This work aims to analyze philosophically the BNCC of High School, in the light of the foundations of Critical Theory of Society, expressed in works by Theodor Adorno, Max Horkheimer, Herbert Marcuse, and interpreters. It is a qualitative research, with data obtainedt hrough an exploratory bibliographic survey and documentary analysis. With regard to the analyzed content, we list aspects of the reform of High School that act contrary to the promotion of training and emancipated and self-critical thinking, which intentionally cause the cooling of memory, the tension between thought and reality and overestimate the immediacy, fetishizing the teaching-learning process and treating the teacher as a manager of the knowledge to be mobilized to the world of capitalist work. Thus, we objectively analyze the context of the distribution of technology, as well as the function of this technology for totalitarian clarification and for the mode of production. BNCC not only uses technology, it becomes a technology of domination and deception of training. Therefore, we analyze the organization of training itineraries, in order to understand the predisposition for the weakening of curricular arrangements, which already polarize in advance the continuation of studies and training for the world of work, separating theory and practice and, consequently, causing a split in the tension between thought and reality. We also analyzed the documents referring to the implementation of the BNCC for High School, as well as the different appropriations of the letter of the norm, in different social stratifications.