Análise da concepção de direitos humanos na BNCC em uma perspectiva decolonial.

Abstract

The present research work discusses the conception and use of the term “Human Rights” present in the main educational document in Brazil, the National Common Curricular Base (BNCC). The general objective is to understand how the BNCC, as legislation, is still a way of maintaining the coloniality of knowledge in Brazilian public education policies, since it opts for the generalization and erasure of knowledge about human rights, fragmenting it into the term and producing hegemonic knowledge anchored in a hegemonic matrix too. For the present documentary analysis, the decolonial perspective is used. The decolonial option of this study proves to be necessary, since, through it, it can be shown how the subjectivities of the subjects can be erased through impositions arising from modernity or how other truths can be implemented, such as the term “rights”. humans". As a theoretical framework, we bring Mignolo (2017;2020), Quijano (1992) and Dering (2021) to discuss coloniality/decoloniality. For the dialogue with the conception of Human Rights, we chose to bring the studies of Piovesan (2018) and Bragato (2014)