THE COMPETENCES OF THE BNCC FOR SECONDARY EDUCATION:
(in)visibility of social groups in the history taught
BNCC; curriculum, decoloniality, gender, black, indigenous peoples
Our thesis proposal, entitled THE COMPETENCIES OF THE BNCC OF HIGH SCHOOL: (in)visibility of social groups in the history taught, has as its research problem trying to understand the relationship between the curricular discourse present in the BNCC of applied social sciences of high school and the (in)visibilisation of social groups (blacks, women and indigenous people) in the pedagogical practices of teachers. In terms of theories, we adopted the theoretical path of decoloniality, intersectionality and critical interculturality. Our thesis adopts a curriculum policy perspective centred on the search for a critical and decolonial intercultural education, located in the north-east of Brazil. Our research also aims to gather information about the reality of the school, so a main source for our work will be the information gathered from the history teachers who teach in secondary schools. To do this, we will use a semi-structured questionnaire. Methodologically, our study is based on content analysis.