Common school base: historical and political principles

Abstract

This article presents a study in which the problem is located in the context of contemporary Education (2015-2018) and aims to answer what would be the national common education, its historical and political aspects, this work presents a study based on documental analysis and literature review on a contemporary education context having as a primary source the National Curricular Common Base, ratified by the Ministry of Education in 2017-2018. We highlight historical materialism and dialectic as a theoretical and methodological assumption, rooted on central categories that base them. It presents to  the subject a way to self regulation the learning, to citizenship ideas, entrepreneurship, protagonism and a life project that expresses liberal indicators revived in the neoliberal ideology. The knowledge concept is based on habilities and competence development, in which the world of work is a general guideline to the document and to the Teaching-Learning conception to be institutionalized by the school that aims at creating a model of global demandings and capital globalization. Thus, adjoing the continuous capital restructures school education is surrounded by contradictions and social contests in which terms such as equity and meritocracy are important. It is essencial that the collective effort of professionals involved into the teaching/learning process read and understand constantly the legal documents aiming at composing a critical movement. However there is some necessity of developing a teaching process based on a global knowledge into a critical and historical perspective as a materialization of subject trasnforming action as a praxis inside the society, considering the scientific knowledge produced by the reserch institutions in education that tangential to an against hegemonic way.