COMPREHENSIVE EDUCATION FROM THE PERSPECTIVES OF DEWEY, DELORS AND THE NATIONAL COMMON CURRICULAR BASE: a path to full learning

Artigo revisado pelo corpo de revisores da FATEC SJC em parceria com a Faculdade Cristã da Cidade de SJC. 

Abstract

Integral human development has been widely advocated in the normative documents of Brazilian education, such as the National Common Curricular Base (BNCC). However, its implementation in daily pedagogical practices still presents challenges, especially in the face of technical and reductionist tendencies. This article aims to analyze the contributions of Dewey's thinking and Delors' reports, articulating references to the concept of comprehensive development in light of the BNCC. This research is based on a qualitative approach, of a theoretical nature, based on a bibliographic review of scientific literature published on the CAPES platforms and the SCIELO journal database, in addition to documents that standardize and monitor the quality of teaching. The study identified in the pillars of education proposed by Delors and in Dewey's conception of formative experience, consistent foundations for an educational practice that values ​​the human being in his/her entirety. The analysis indicates that the BNCC, although open to comprehensive development through its general competencies, demands critical mediations so that its guidelines are effectively translated into meaningful educational experiences. It is concluded that the articulation between the pillars of education, Dewey's thinking and the concepts of comprehensive education contribute to redefining the school curriculum and promoting an education that not only prepares students based on summative assessment but also provides training for the market and social experience.