Os currículos nortistas à luz da BNCC: a educação para as relações étnico-raciais no ensino de História nos anos finais do ensino fundamental na Região Norte (2015- 2022).

Abstract

This research was part of the line of research 'Education in the Amazon: educator training, pedagogical praxis and curriculum' in the Postgraduate Program in Education in the Amazon (EDUCANORTE) and its theme and object was the northern curricula reformulated by the National Common Curriculum Base. This thesis was fundamentally based on the concept of curriculum by Ivor Goodson (1997), Gimeno Sacristán (2000) and Michael Apple (2008), symbolic power by Pierre Bourdieu (1989) and content analysis by Laurence Bardin (2016). In addition, our general objective was to analyze how northern elementary school curricula incorporate the guidelines of the National Common Curriculum Base (BNCC), especially those relating to ethnic-racial relations in the teaching of history. Among the specific objectives were: 1) To highlight the structure of the BNCC and northern curricula; 2) To reflect on the specialized literature related to the pillars of the work: BNCC, Curriculum and History Teaching; 3) To identify the place of regional specificities in history teaching in northern curricula guided by a unified Base; 4) To detail the composition of the narrative focused on regional history in state curricula; 5) To assess the insertion of ethnic-racial themes in history teaching in state curricula. Through this incursion, we argue that the state curricula of Acre, Amapá, Amazonas, Pará, Rondônia, Roraima and Tocantins follow the homogenizing logic of the BNCC to varying degrees, which is reflected in the approach to Amazonian identity, which includes regional history and ethnic-racial formation. In this sense, these dimensions are addressed in the curricula analyzed based on the neoliberal and neoconservative premise professed by the BNCC, which supports not only Eurocentrism, but also Southeastcentrism. In this sense, we argue that the northern curricula do not fulfill their function, which is to guarantee 40% of the diversified part of their curricula. Since, in addition to the small and superficial inclusion of regional history and ethnic-racial relations, they also sideline these spheres in favor of the hegemony of the agency, culture and history of Europe and the Southeast.