Base Nacional comum curricular: um estudo sobre o processo de implantação

Abstract

This research is a qualitative study, whose the theme is the process of implementation of the National Common Curricular Base (""BNCC"" in the Portuguese acronym). The main aim is to analyze the process of implementation of BNCC as a curriculum policy. The research's specific objectives aim to: 1) provide a historical background for the Brazilian educational policies in the curricular scope; 2) establish connections between theoretical records, Brazilian public policies and research in the curricular field; 3) analyze the formulation contexts of the BNCC, in three perspectives: a) that of the discourses that circulated in the media and during the National Council of Education (¿CNE¿ in the Portuguese acronym) public hearings throughout the BNCC discussion process; b) the process of elaboration of recent educational policies in force in Brazil; and c) the meanings attributed to the curriculum by the subjects who work in educational institutions, when the new curriculum policy was first implemented. The theoretical-methodological approach was established from the theoretical lenses developed in the fields of political sociology and social psychology. Using a qualitative approach, the analysis of the data produced was carried out from three dimensions, each corresponding to one of the contexts of the policy cycle: the context of influence; the context of policy text production and context of practice. The results related to the dimension of the context of influence were obtained from the thematic analysis of oral productions obtained in public hearings of the CNE and reflective analysis of the content of journalistic articles. In this dimension, it can be seen that the business foundations pressured CNE for the approval of the BNCC through persuasive discourses, contrary to the warnings of the academic community about the weaknesses of the BNCC text. Regarding the second dimension, documental analysis was carried out in primary sources, texts that generated the National Education Plan/PNE and texts that promoted the consolidation of BNCC-EI/EF. The results showed that, although most of the PNE formulations originated in the discussions of the National Education Conference, there are important aspects that did not pass through the conferences. The social yearnings for the pursuit of educational quality were frustrated, as a technocratic vision and an emphasis on control mechanisms was realized in the approved version of the document. The third dimension of analysis was related to the context of practice, which seeks to understand the meanings that school managers and coordinators attribute to the curriculum. The data, obtained through the application of a questionnaire to 178 directors and coordinators of a municipal education network, were processed using the software Iramuteq. With the tool, three types of analysis of evocations about the inductor terms curriculum and national curriculum were carried out: multiple frequency, similarity and prototypical. The results indicated that the subjects anchor their social representations about the curriculum in the experiences lived while their ideas about the national curriculum are anchored in an idealized scenario. The data corroborate the idea defended in our thesis that it is necessary to understand how knowledge about the policy is generated, to understand the effects caused by the knowledge produced by these same policies. Being aware of the contexts of influence allows us to project the hope that the plot, which we unveil, may have a less bleak outcome. And, in this perspective, it is important to be convinced that, regardless of the amount of power that the social system may attribute, everyone can act and fight for complementary public policies, which will ensure the real equality of educational rights.