BNCC e educação histórica: diretrizes para a diversidade cultural

Abstract

This paper seeks to analyze and discuss the teaching of history as a curricular component expressed in the National Common Curricular Base (BNCC), analyzing the processes that served to build history as a school discipline, since the introduction of historical studies leads to an analytical process in the sciences human beings, which goes through several modifications, in the relation of theoretical / methodological teaching, in the formation of the subject from historical Understanding the importance of educational processes for the formation of society, the work seeks to evaluate the official documents prepared by the Ministry of Education (MEC) based on the Federal Constitution of 1988, in the processes that are guiding in the educational scope, based on LDB documents, PNE and BNCC, from a critical and historical perspective, we seek to understand the educational reforms that contributed to the construction of a democratic curriculum that can establish discussions about cultural diversity and the multiple identities reflected within the teaching of history. Methodologically used discourse analysis, and concluded that BNCC advances in terms of the defense of diversity as a nation project, but neglects issues related to gender and sexuality, in addition to promoting a fragmentation of teaching, since it is up to teachers and collegiate schools put in their curricula and put into practice the various competences defined by the BNCC.