Abstract
In Brazil, the growing political polarization that culminated in the election of Jair Bolsonaro in 2018 consolidated a shift in educational policy that had already been pointed out in previous years, as demonstrated by the Nonpartisan school movement performance. In this article, we analyze the curriculum of human and social sciences in secondary education in Brazil from the Brazilian Learning Standards, and how that document reflects the rise of these conservative movements. On the one hand, it was observed that important categories for the social sciences, such as gender, were removed, thus removing the centrality of categories such as racism and social inequalities; on the other hand, there is a strong dispute over the meanings of other concepts, such as human rights. Both actions converge to fine-tune the human and social sciences curriculum with the guidelines of conservative movements in the educational field.
Highlights
In Brazil, the growing political polarization that culminated in the election of Jair Bolsonaro in 2018 consolidated a shift in educational policy that had already been pointed out in previous years, as demonstrated by the Nonpartisan school movement performance
It is necessary to recognize that the teaching of these sciences has been the subject of numerous disputes around a vision about the functioning of the society in which we live. Despite these more general characteristics it must be recognized that the teaching of social sciences takes on unique characteristics in different national contexts, which reflects both the different organizations of the educational systems, as well as the different traditions of the social sciences in the school curriculum
We want to demonstrate with this that BNCC ends up reflecting two distinct strategies of conservative movements in the field of education in Brazil: a) on the one hand, there is an emptying of relevant themes in the field of social sciences, which are not mentioned in the document, or which are dissolved amid other themes, with emphasis on the debate on gender and sexuality, social inequalities and racism; b) on the other hand, themes considered central, such as human rights, despite being incorporated into the official curriculum, become the subject of dispute in terms of the concept of delimitation by different groups, with an increasing role of conservative groups in these fields
Summary
The ESP movement emerged in 2004, founded by lawyer Miguel Nagib. it emerged at a time when the Workers’ Party already ruled Brazil; it can be considered the main organized movement in the educational field that has defended a conservative agenda in the educational field. After removing concepts considered “ideological”, the focus on competencies opens space for greater questioning about what teachers teach in the classroom, contesting the contents that are not strictly linked to these skills and competences This issue proves to be especially complex in the context of posttruth, in which there is a strong questioning about the pedagogical work of teachers (Peters, 2017). Despite these victories in the scope of educational policy, it is important to emphasize that the ESP movement has suffered defeats, mainly in the judiciary's scope, since justice has blocked numerous bills of a law passed in the city councils and state legislative assemblies. This legislation was inspired by ESP, which makes available on its website a model of a bill to be replicated in city councils and state legislative assemblies
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