The BNCC of competences and the perspective of technological and regulatory pedagogical innovation: paths to resistance

In this text, the perspective of pedagogical innovation brought by the BNCC is presented based on the analysis of the competences that constitute the aforementioned normative document of the current curriculum policy. The document analysis was carried out in this Document aiming to investigate the innovation bias presented and its implications in the restructuring of school curricula. In the analysis of the findings, from the Textual Discursive Analysis, starting with the a priori categories curriculum and pedagogical innovation, and the emerging category of competence, it was found that the perspective of innovation that permeates the Document is that of a predominantly technological bias with intentionality of regulation, homogenization and meeting the capitalist demand that invades the educational field. From the results obtained, it can be said that BNCC presents the regulatory innovation that meets the proposal based on the Pedagogy of Competences. This perspective of curricular standardization and homogenization, which advocates a technical education and which meets the ideal of training to meet market demand, is the neoliberal vision of education that advances towards public schools with the aim of privatization. The need to reframe and contextualize the BNCC as a way of resisting this neoliberal education project is understood.