A BNCC e a prática pedagógica no cotidiano escolar : a implementação da política curricular em Caxias do Sul

Abstract

This dissertation took advantage of the National Common Curricular Base as an object of study, more precisely on its implementation in the public education network of the city of Caxias do Sul/RS. Its main objective was to investigate how teachers in the early years of the municipal public network of Caxias do Sul perceived and converted the National Common Curricular Base into a daily pedagogical practice. The theoretical framework used relied on the contributions of Cury (1991, 2018, and 2020), Freire (1991 and 2013), Jacomeli (2011), Pires and Cardoso (2020), and Tardif (2002), namely on the reflections and concepts of educational policies, teacher training, teaching practices, among others. The research method was based, in particular, on the Documental Analysis of the BNCC itself and on the Curriculum References of the municipality, and also on the Sociology of Daily Life defended by Pais (1999, 2013, 2015), through the realization of focus groups thematized by Neto, Moreira, and Sucena (2002), through which I obtained narratives produced by ten teachers who lead classes in the 1st and 5th years of the aforementioned network. These narratives were analyzed from the perspective of Discursive Textual Analysis, proposed by Moraes and Galiazzi (2011), from which five general categories emerged (a. The Implementation of the BNCC in the RME: "It's not from theory to practice!"; b. BNCC appropriation processes; c. Conceptions about the BNCC: "One sauce for the goose and another for the gander."; d. Crossings: "giving a small glimpse on" and "throwing public money away".; and. The impact of the BNCC in practice.) and eight subcategories (f. The emptiness of the lack of training: "Without training, how do people want changes to happen?"; g. The emptying of meaning from a bureaucratizing practice; h. First steps: training at school; i. The search on your own; j. The BNCC: bit by bit, a constant resumption; k. DOCCX: "Everything in its little box."; l. Pandemic complications; m. Investments in Technological Resources vs. Human Resources). The results of this study point out that in the narratives of the participating teachers there are few elements that show the presence of the BNCC in their daily classes and there are narratives that completely deny it. Furthermore, they indicate a pressing desire for continuing education that is linked to the emerging challenges of contemporary education and, consequently, to the dilemmas of teaching and pedagogical practice. [resumo fornecido pelo autor]