Base nacional comum curricular e micropolítica: analisando os fios condutores

Abstract

This dissertation aims to analyse the process of elaboration of the BNCC document, highlighting the participation of the practice context of the João Pessoa Municipal Teaching Network / PB. Understanding that the curriculum is located in a field of disputes (Pereira, 2010), (Silva, 2013), we realize that it is never just a neutral set of knowledge. It expresses a historicity, a context, a tension. In this way, we intend to identify these aspects in theprocess of the BNCC. Therefore, considering that the policy needs to be analyzed in relation to the context, we conducted an investigation from the Policy Cycle of Stephen Ball and collaborators. This time, we analyze the conjuncture in which the curricular policy was initiated and how the political discourses were established based on their influences in the policy making process. In addition, we consider the effects produced by the policy and the issues placed in the context of the practice. In the context of schools, through the discourses of teachers, we observe the existing conflicts and contestations that enabled us to understand the way in which politics are perceived and interpreted by these actors. Our intention was to carry out an analysis based directly on the teachers' experience. Concerned to find out: What do they think? How do you welcome an idea from BNCC? What spaces were given for the discussion? Who was heard and what voices were silenced? Which interests were passed over? Were there any areas of resistance? We aim to understand how the context of the practice of the João Pessoa Municipal Teaching Network worked in this process of curricular policy development. In order to perform this task, we used the Case Study and semi-structured interviews as data collection technique (YIN, 2001), (GIL, 2009). Our work was based on the studies of Pereira (2010, 2009, 2015), Mouffe (2013), Santos (2002), Ball (1987, 1992), Paterman (1992), Gadotti (2014) and others. We point out that it was not our intention in this research to capture the truth about the subject, but we intend to demonstrate, through our problematization, possibilities and directions for thinking about curricular policies in Brazil.