O Projeto de Formação Humana da UNESCO e suas Relações com as Dez Competências Gerais da Base Nacional Comum Curricular

Abstract

Through its international activities, the United Nations Educational, Scientific and Cultural Organization (UNESCO) develops reports and guiding documents for the implementation of educational policies that indicate the foundations for defending a globalizing, adaptive education that supports the maintenance of the capitalist system. Understanding this process of political-ideological direction involves examining how this movement occurs through the Brazilian curricular policies currently in place to comprehend how this influence manifests specifically in the national territory and what formative role is determined for Brazilian education in the global agenda. From this perspective, we focus on the General Competencies of the National Common Curriculum Base, characterized as the set of essential learning for the development of knowledge, skills, attitudes, and values needed to meet the demands of everyday life, societal living, and the world of work. In analyzing the competencies that underpin and permeate the entire basic system of Brazilian public education, we question: Based on the propositions and guidelines from UNESCO stemming from the International Conferences in Jomtien (1990), Dakar (2000), and Incheon (2015), what is the Human Development Project for the 21st century? To what extent does this project relate to the General competencies of the National Common Curriculum Base? Thus, the general objective is to analyze the formulation of the Human Development Project advocated by UNESCO and how it relates to the General competencies of the National Common Curriculum. For the construction of this dissertation, we employed a bibliographic methodology and documentary research of the final texts from the World Education Conference in Jomtien (1990), the World Education Conference in Dakar (2000), and the World Education Conference in Incheon (2015), as well as the final document of the National Common Curriculum Base (2017). In this process, we found that the guidelines for Brazilian public education are not directed without intent; through the determination of competencies, skills, attitudes, and values as foundational elements for the formation of students, an educational project is constructed that views the school as an ideological apparatus aimed at forming flexible, versatile, and adaptable individuals to survive the structural problems—hunger, poverty, environmental degradation, war, inequality, and instability.