BNCC and curriculum: state of knowledge on the literature (2015-2020)
This article aims to analyze the specialized literature on the dimensions of the “Brazilian National Common Curricular Base (BNCC)” and the “Curriculum” between the years 2015 to 2020 on the Scielo platform. The theoretical-methodological support used is anchored in the state of knowledge analysis t...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Estadual de Ponta Grossa (UEPG) |
| Repositorio: | Olhar de Professor (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:uepg.br:article/20806 |
| Acceso en línea: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/20806 |
| Access Level: | acceso abierto |
| Palabra clave: | BNCC. Currículo. Estado del Conocimiento. BNCC plan de estudios enseñando BNCC. Curriculum. State of Knowledge. BNCC, Curriculum and Teaching. Currículo Ensino |
| Sumario: | This article aims to analyze the specialized literature on the dimensions of the “Brazilian National Common Curricular Base (BNCC)” and the “Curriculum” between the years 2015 to 2020 on the Scielo platform. The theoretical-methodological support used is anchored in the state of knowledge analysis technique (MOROSINI, 2015), in the conceptual notion of scientific field, by Pierre Bourdieu (1989) and in the curriculum category, outlined by Apple (2008), Sacristán (2000) and Goodson (1977). Through the study, we were able to point out the most discussed trends and themes in each of the two selected axes, thus delimiting the scientific fields studied, in addition to suggesting possible approximations between the two themes. |
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