ABSTRACT:
This article debates the educational policies in Brazil considering how changes in the education curriculum have direct implications for teaching practices and the social transformations of Brazilian reality. The objective is to analyze the limits of the Common National Curricular Base - BNCC (the new Brazilian education system) for the promotion of a decolonial and anti-racist education. For this, the document was subjected to an analysis of the contents and references associated with the ethnic-racial issues presented in its introductory text and, in particular, in the descriptors of skills and competences oriented to the subject Geography in Elementary School. The analysis made it possible to identify a set of contradictions and a series of structural and conjunctural setbacks that do not guarantee the development of a decolonial and anti-racist education. Some of these results reiterate that the BNCC was produced as part of the actions of conservative social agents in Brazilian society, therefore, it demonstrates low possibilities of promoting an emancipatory education.
Keywords:
elementary education; transforming education; geographic education; curriculum