O pragmatismo mercadológico manifestado nos enunciados sobre a matemática: um olhar sobre a Base Nacional Comum Curricular

Abstract

Can the study of federal documents governing basic education, constitutions, laws, and guidelines reveal the presence of market pragmatism? This question guides this study through the theoretical lenses of Dialectical Historical Materialism. It aims to investigate how market pragmatism is shown in the constitutional, legal, and specifically in the statements about mathematics present in the provisions of the recent Common National Curriculum Base (BNCC). The analytical procedure on the link between economy and politics is conducted firstly on constitutional contexts and what is linked to the Law of Guidelines and Bases (LDB/1996). Then, it turns to two specific orientations: Parameters National Curriculums, infra-legal development for the nineties, and the BNCC, published in line with the movements of the 2000s. In general terms, it deals with a dominant pragmatic condition: structural when it is shown in human relations, that is, in the historical-social context that leads to political and economic links conceived as unquestionable, constituting the what was called capital appropriation of human relations essential to human development, an ideological core that supports and expands the pragmatic character of the market (gain/profit); and its projection in education, which in this manuscript is treated as utilitarianism, objects adhering to strict know-how that is useful to the order brought by the market. Methodologically, this study is linked to the bibliographical and investigative documental review while employing a descriptive and qualitative approach. The theoretical foundations arising from the bibliographical review carried out on authors immersed in or approaching the materialist, historical, and dialectical view clarify human relations essential to human development that were called dimensions, from which it becomes possible to interpret contexts and provisions present in the selected federal standard. The procedure carried out in the federal document is planned from Bakhtin’s perspective (i.e., discourse analysis) reaches historical, material, and dialectical depth when it considers aspects brought from Gramsci, from hegemony and subordinates, hegemonic intellectuality, and ideology. This depth sought to expose the education promoted by the State by exploring the curricular permanence of historical contexts reduced by a condemnation or disqualification, processes that only remove what is marketable, limiting possibilities for reflection and consequently generating a curricular absence. As a result, there is negligence in the curriculum in the contemporary social context, which is also reduced by a marketing utility, thereby limiting the new possibilities for human relations. Behaviors investigated and perceived in the statements that permeate the federal document pertaining to education and specifically with regard to mathematics teaching, the latter strongly linked to the technological immediacy that marked capital relations in the 21st century. Pragmatismutilitarianism, when evidenced, reveals strict functionality to the institutionalized teaching processes through capitalized human relations, absorbed in the State legal body, this regulatory entity that, serving capital interests, models conduct that promote the needs and objectives of the established social order: the market. The analyses resulted in an electronic book intended for public school teachers, and it is an educational product that aims at collective reflection, giving life to debates through nonconformity and deconstruction.