Evidence of the classical management approach in the guidelines of the National Common Curricular Base (BNCC) and its implications for brazilian education

Abstract

The present work aims to present evidence of the classical approach to administration, discovered in the National Common Curricular Base (BNCC), seeking to identify some of its implications for Brazilian education. To achieve this, this qualitative research makes use of the BNCC itself, specifically its introductory part and its pedagogical foundations. The BNCC is a document that specifies the skills, abilities and knowledge that every Brazilian student must acquire throughout their basic education. Analysis of the document demonstrates that the BNCC incorporates some of the principles found in the classical management approach, including the focus on worker efficiency and work standardization. Some objections to the document focus on the excessive standardization of teaching, which restricts teachers' autonomy and limits the diversity of pedagogical approaches. Furthermore, the emphasis on efficiency and measurable results can lead to a reductionist and utilitarian view of education, disregarding subjective aspects and the integral development of students.