The National Common Core between the Neoliberal Subjectivity and Resistances
In the middle of curricular educational reforms from a National Common Core (BNCC) we can question: what kind of student they plan to educate? From the protagonism of students in occupied schools to the imposed protagonism by the BNCC, the Brazilian education system has always been in the middle of reforms, disputes, and conflicts. According to Michael Apple, the curriculum is not a neutral document, but it contains relations of power, social classes, and hegemony as well as conflicts. In the Brazilian context, in the name of its own particular subjects, the entrepreneurial reform of education moves against workers and students. Regarding the analysis of Michel Foucault, Pierre Dardot and Christian Laval show that such a reform corresponds to the demands of a neoliberal subject assuming its entreprise-form on schools. Something evident in the educational projects for entrepreneurial and competitive conduct in spite of its precarious conditions. The new curricular reforms allow us to discuss the entrepeuneurial-form as well as the school-form. That is, the project for a protagonist and disciplined student adapted to the precarious conditions offered by Neoliberalism faces resistances. Therefore, the implementation of BNCC arises between the neoliberal subject and the resistance against it. Resistances promoting alternatives. In this sense: could we think about a school beyond the performative order, but constituted by time and space for equality, as defended by Jacques Rancière, Jan Masschelein, and Maarten Simons?