(Des)continuidades na política de um currículo nacional: a Sociologia nos arranjos da Base Nacional Comum Curricular (BNCC) do Brasil

Abstract

The article analyzes curricular policies in Brazil in the context of production of the National Common Curricular Base (BNCC), and its implications on school subjects considered non-mandatory and non-priority, after the New Upper Secondary Education Reform was sanctioned in 2017. Considering the subject of Sociology, the research found discontinuities throughout the process of preparing the official document, and changes in the purpose of Upper Secondary Education, in general, and in the teaching of Sociology, in particular, amidst the rise of political segments that defend a liberal agenda. The observation was conducted from the standpoint of critical analysis, taking as reference both the structure and content of the guidelines presented in the three versions of the BNCC, as well as expert opinions, and broader connections with the country’s political, economic and educational dimensions.