THE RIGHT TO MEANINGFUL EDUCATION IN THE BNCC

THE SCHOOL TERRITORY AS THE STUDENT’S FORMATIVE SPACE

Abstract

The realization of the right to education constitutes one of the main challenges of contemporary Brazilian educational policies, especially in the context of the implementation of the Brazilian National Common Core Curriculum (BNCC). This article aims to analyze the BNCC as a normative policy and to discuss its implications for promoting meaningful learning in basic education. A qualitative approach of a theoretical-documentary nature is adopted, based on the analysis of the BNCC, official documents, and the theory of meaningful learning. The analysis seeks to identify convergences, limits, and tensions between this theoretical perspective and the curricular organization by competencies and skills proposed by the BNCC. It is considered that the materialization of this policy is not limited to its prescriptive character, but is realized in the actual conditions of implementation within education systems and in everyday school practices. The results indicate that, although the BNCC addresses principles related to the formative process of students, its effectiveness depends on the critical mediation of education systems, the pedagogical autonomy of schools and teachers, and the appreciation of the school territory as a constitutive dimension of the formative experience. It is concluded that the promotion of meaningful learning requires articulation between curricular normativity, contextualized pedagogical practices, and recognition of the sociocultural specificities of the subjects involved. Furthermore, the importance of institutional conditions and continuing teacher education for the effective implementation of the guidelines is highlighted.