Interferências do Banco Mundial na educação brasileira: a base nacional comum curricular

Abstract

After the Second World War, educators and politicians sought to compose a universal school curriculum, and to this end, agreements were established with multilateral organizations. Highly developed countries had already universalized primary education and eliminated illiteracy. Brazil is a multiethnic, multicultural and multiracial society, at the same time, diverse and unequal. These characteristics alone reaffirm that any and all policies, especially educational ones, must be marked by equal rights, recognition of diversity and social justice. to the detriment of a truly national and democratic plan. Given this fact, the research problem is outlined: Would the BNCC be an instrument that formalizes the IBRD's interventions in Brazilian Education, according to its financial interests? This statement analyzes the World Bank's authorized intervention in Brazilian education in the period between 1990 and 2000. This has as general objective: To analyze the interference of the WB in the formulation of the BNCC. And as specific objectives: To expose the interests of the WB in Brazilian education (end of 2020-beginning 2021); discuss the consent of the government in the formulation of the BNCC, understanding the (the BNCC as public policy) and discuss the interferences of the WB in the formulation of the BNCC. The research methodology used started from the bibliographical, from the published studies of specialists consecrated in the subject to the documental, through the analysis of WB documents, more specifically those related to basic education. In the first chapter, the main and introductory characteristics of the World Bank, its historical context and its interventions were presented. Then, the second chapter was reserved for the analysis of the BNCC as an instrument of the World Bank. In the third and fourth chapters, the analysis of the BNCC is emphasized from the point of view of neoliberal policies, in a brief overview of the criticisms, dilemmas and perspectives, and finally, what this implies in human formation and the world of work. In the final considerations, the last contribution is made by reflecting on the compatibility of the existence of a curricular orientation, such as the BNCC, that effectively serves training projects based on the ideal of transforming education and society.