THE CURRICULUM COMMON NATIONAL BASIS AND THE BIOPOLITICAL PRODUCTIONOF EDUCATION AS “HUMAN CAPITAL” FORMATION

Abstract

The article discusses the Curriculum Common National Basis (BNCC) taking, as a starting point, the discursive statements expressed on the official website of the Movement for Curriculum Common National Basis. It is, therefore, a documentary bibliographical research approach. Problematize how BNCC, to provide a standard set of knowledge and essential skills that every Brazilian student must learn in every stage of Basic Education, it is stated as a power device that seeks to control and/or regulate life in order to establish which knowledge and skills are essential in terms of individual competencies, to support large-scale assessments, the recognitives learning processes, the formation of neoliberal homo economicus, ignoring multiple school context not settable a priori. Concludes on the need to seek, at the heart of the petrification of life, its affirmation, through a movement of composition in the plane of immanence of the curriculum that is opposed to biopower, that is to say, to power overlife, since biopotency connects to the collective desire with the multiple contexts and everyday school life, as well as, with the idea of curriculum as a group body that presents consistency in a composition plan of a common plural. In this sense, the school community needs to minimize the factors that induce passivity or minimal group potency and establish connections and/or modes of association that allow, in the grouping, the sharing of ideas and experiences by assemblage of the maximum potency of curricular achievement.