A POLÍTICA CURRICULAR DA BASE NACIONAL COMUM CURRICULAR (BNCC) PARA OS ANOS INICIAIS DO ENSINO FUNDAMENTAL E A SEMIFORMAÇÃO

Abstract

This study investigated semiformation in the Brazilian National Common Curricular Base (BNCC) in the Early Years of Elementary School, having as theoretical assumption the Critical Theory represented by Adorno, Horkheimer and Marcuse. Semiformation is understood by Adorno as the falsification of the formation, as its collapse and as its substitute. It can also be defined as a process of cultural domination that reproduces in the context of culture the same fetishist logic of mercantile production. It conciliates irreconcilable things, such as culture and entertainment, rigor and depth, the contingential and the volatile, instead of the solidity inherent to the characteristic historicity of culture. Semiformation annuls self- criticism and reflection, which are components of formation, whose concept is also discussed, along with the concept of culture and curriculum. The research was guided by a qualitative methodology, with bibliographic and documental analysis. The documents analyzed were the BNCC of the Early Years of Elementary School and the Implementation Guide of the BNCC at this level of education. The question that composed the problem of this research consisted in the following question: How does semi-formation, also called by Critical Theory theorists of false or substitutive formation, manifest itself in the Brazilian National Common Curricular Base? In order to answer the problem, the research elected as its general objective: to investigate semiformation in the BNCC in the early years of elementary school. The specific objectives were: to discuss the historical background, conceptual aspects, resistances and academic debates that permeated the elaboration and approval of the Brazilian National Common Curricular Base for Elementary School in the Early Years; to reflect on the conception of semiformation, formation, culture and curriculum, based on Critical Theory; to analyze the BNCC in the Early Years of Elementary School and its Implementation Guide within the categories elected, based on Critical Theory. The concepts that supported the understanding of the object of study (the BNCC) within the elected theoretical perspective were: instrumental reason, semiformation, training and culture. The technification and the conciliation were elected as concepts that express the conflicts that go through the formative process intended by the BNCC, whose analysis is indispensable in the context of dialectical historical materialism. The results of the research reveal that the falsification of the formation in the BNCC of Elementary School and in its Implementation Guide is expressed through standardization, nominalism, unification, hierarchisation and weakening of the autonomy and protagonism of teaching. The documents are also instruments at the service of the promotion of the cultural industry, to the extent that they incite a rush of publishers and companies that produce educational materials and software.