Movimentos na produção da política curricular na perspectiva da Base Nacional Comum Curricular em contextos emergentes

• Ano de defesa: 2023
• Autor(a) principal: Isaia, Tatiane Peixoto
• Orientador(a): Dalla Corte, Marilene Gabriel
• Banca de defesa: Bolzan, Dóris Pires Vargas, Lunardi, Elisiane Machado, Morosini, Marília Costa, Canan, Silvia Regina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Centro de Educação
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Políticas públicas; Base Nacional Comum Curricular; Educação básica; Contextos emergentes
• Palavras-chave em Inglês: Public policy; Common National Curriculum Base; Basic education; Emerging contexts
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/30729

This thesis of the Graduate Program in Education, at the Universidad Federal de Santa Maria, addresses the topic of municipal curriculum policy in emerging contexts, from the perspective of the National Common Curricular Base. Therefore, the general objective is to understand the movements related to the production process of the curricular policy in the municipality of Encruzilhada do Sul/RS, from the perspective of the National Common Curricular Base in emerging contexts. And for specific objectives, we prioritize: (i) ecognize social and historical processes in emerging contexts present in brazilian curriculum policy, especially in the National Common Curricular Base; (ii) to identify the theoretical and methodological aspects of educational and school management interrelated to the production of the curricular policy of the Municipal Teaching Network of Encruzilhada do Sul/RS; It is, (iii) to analyze the movements underlying the production of the curricular policy in Encruzilhada do Sul/RS. From an epistemological perspective, the thesis is based on a case study with a qualitative approach, and uses the State of Knowledge, document analysis, a mixed questionnaire applied online (with school managers and teachers), as well as interviews (with educational managers from the Department of Education and the Municipal Council of Education). Data analysis is based on the “policy cycle”. The theoretical framework is organized based on: Akkari (2011); Ball (1993, 2021); Ball e Mainardes (2011); Dalla Corte (2017); Frigotto et al. (1992); Mainardes, Ferreira e Tello (2011); Morosini (2014); Ball e Bowe (2011); Pacheco (2005); Sacristán (2000, 2007); in the National Common Curricular Base (BRASIL, 2017a), among other legal documents and authors in the area of education. From this study, it was possible to understand the production process of the curriculum policy in the municipality of Encruzilhada do Sul/RS, considering: the way of thinking about the school curriculum in an integrated and globalized way; the understanding of research collaborators about what curricular policy is and how to construct a curricular policy; the impact on the form of production of the municipal curriculum policy based on the process of self/trans/training of participants; and, the challenges that involve the production process of the municipal curriculum policy. Also noteworthy is the recurrence about the democratic and participatory performance of educators in the production process of the curriculum policy of Encruzilhada do Sul/RS. In this sense, the thesis is defended that “the production of municipal curriculum policy needs to be understood and articulated based on democratic-participatory movements, considering socioeducational demands and the qualification of training and performance of managers and teachers in emerging contexts, which are configured and interfere in new forms of dynamization of the curriculum, whether in the construction, interpretation, resignification, or in the achievement and evaluation in educational management and school management processes”.