Implementation of National Common Curriculum Base (BNCC) competence 10 in Brazil: an analysis based on the Global Citizenship concept of the 2030 Agenda

Camila Gomes Diógenes Angie Yirlesa Valoyes Valoyes Umberto Euzebio About the authors


The Sustainable Development Goals (SDGs) seek to address the vulnerabilities that occur in most of the population worldwide. In this scenario, the United Nations Educational, Scientific and Cultural (Unesco) defined Education for Global Citizenship (EGC) as one of its strategic areas in the light of goal 4.7 of SDG-4, inviting countries to ensure that all students acquire skills, attitudes and behaviors that promote the reconstruction of societies in a more peaceful and sustainable world. The objective of this article, as from the understanding of the evolution of the global citizenship concept and the mapping of the institutional context of the development of the National Common Curriculum Base (BNCC), is to analyze the relationship of the general competence 10 of the BNCC, Responsibility and Citizenship, with what Unesco promotes about EGC, through qualitative non-experimental research of a descriptive design, based on a critical review of the bibliography supported by the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (Iramuteq) information system. As a result, it was verified a close relationship between both concepts, asince it was found that competence 10 of the BNCC was developed within the scope of the ECG and ODS-4 guidelines, and its development contributes to the achievement of the Education 2030 Agenda.

citizenship and education; national minimum curriculum; sustainable development

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