Curricular Function: um innovative percurse.

Abstract

This article directs reflections about the school curriculum in Brazil, starting from the structure, initially adopted, to contemporary actions aimed at the reformulation and adequacy of teaching to social demands. To this end, the BNCC - Base Nacional Comum Curricular (Common National Curriculum Base) and Law 10,639/03 are invoked, which allow us to draw an overview of Brazilian education in the second decade of the 21st century. The methodology used was the bibliographic research, with emphasis on the analyzes of Mantoan (2001); Souza (2014) and Schwarcz (2012), which allow us to ponder on innovative issues at school as well as to analyze teaching and learning practices. However, the focus of the article is the curriculum and the need to democratize the objectives that set it in order to contextualize the concept of “Education for All”. This form, or school curriculum provides scientific evidence that is fundamental for the process of integral formation of aluno. A contemporary society implies an innovative and inclusive way to focus on the educational process: or what to learn, what to learn, how to teach, how to promote networks of collaborative learning and how to guarantee or learn.