Base Nacional Comum Curricular: a política educacional para o ensino médio no sistema estadual de ensino de Barueri

• Ano de defesa: 2019
• Autor(a) principal: Paglia, Rosângela da Silva Camargo
• Orientador(a): Chizzotti, Antonio
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Base Nacional Comum Curricular (Brasil); Currículo; Ensino Médio; Educação e Estado - Barueri, SP
• Palavras-chave em Inglês: National Common Curricular Base (Brazil); Curriculum; High school; Education and state - Barueri (São Paulo, Brazil)
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/22466

The present thesis has as object of study the elaboration of the National Curricular Common Base (BNCC). The purpose of this study was to analyze BNCC's construction organization in its global, national and local aspect, based on the State Education Network of the city of Barueri - SP. The proposal is part of the thematic area Public Policies, Educational and Curricular Reforms of the Program of Postgraduate Studies in Education: Curriculum of the Pontifical Catholic University of São Paulo (PUC-SP). The research brings a cut of the BNCC, with the focus for High School. This segment of education has been the subject of many studies and criticisms throughout history, pointing to the fragmentation of school time and student achievement. Currently, we have an inaccurate high school, which needs more attention, which makes this teaching / learning difficult, making quality unfeasible. One of the problems that has been repeatedly pointed out is the current fragmentation of disciplines, the imprecision in this phase of Basic Education. In this sense, the analysis constructed by the BNCC, it is indispensable to discuss more in depth the construction of the aims and the desired formation for the young people in this age group, from which it will be possible to define an adequate curricular structure. The first movement was to identify the public and private political agents that have acted in the hegemonization of BNCC implementation and, consequently, to the new structure of the curriculum for national education. It is observed that the National Curricular Common Base, although presented as a proposal for a complete and complex document, composed of areas, curricular components and learning objectives, does not prove sufficient for the Brazilian Educational System in order to guarantee the ends to the which is proposed as the right of all to Learning and Human Development. For the development of the study, a qualitative approach was used, in which the combination of bibliographical / documentary research was adopted as a research strategy. The methodology made it possible to gather information and data in order to support the study, with the field research, with a semi-structured questionnaire, and the focus group technique, in order to listen not only to the teachers of the mentioned municipality, but also the conflicts and the existing dispute. It was possible, with this to understand the way the BNCC is perceived and interpreted by the actors. Two groups were selected, totaling 23 teachers who teach in the State High School, who participated in the research. The meetings with the teachers took place in the (ATPCs), a collective pedagogical work class, in the School Units in the second semester of 2018 and continued in the first quarter of 2019. From now on, it is emphasized that it was not intended in this research, to draw a conclusion , but reflections on the BNCC's elaboration process, when analyzing the construction of this base, which resulted in the possibility of identifying several conflicts and disputes around the meanings of politics and, as a result, the political-economic control of Education