BNCC E AGENDA 2030

TENSÕES AXIOLÓGICAS E RESPONSIVIDADE NO ENSINO DE LÍNGUA INGLESA

Abstract

This article analyzes the dialogical relations between the Brazilian National Common Curricular Base (BNCC), specifically the “English Language” component, and the United Nations (UN) 2030 Agenda, seeking to understand how the curricular discourse responds to global guidelines and what impacts this dialogue produces in student education during the Final Years of Elementary School. The research, of an analytical-bibliographic nature, is based on Bakhtinian theories of dialogism and responsible act, guiding a responsive reading of the documents. The results indicate that, although there are convergences between the BNCC and the 2030 Agenda, the dialogue between them is crossed by axiological tensions arising from historical inequalities, teacher devaluation, and material limitations that hinder the effective implementation of the proposals. Thus, the responsiveness of the BNCC remains mostly at the normative level, depending on structuring public policies to be realized. The study contributes to the debate on curriculum and international agendas, highlighting the need to overcome structural barriers so that English language teaching fulfills its formative and social role.