BNCC e currículo da cidade: desafios na implementação e o papel da formação continuada na Rede Municipal de São Paulo

• Ano de defesa: 2025
• Autor(a) principal: Soares, Carolina de Queiroz Silva
• Orientador(a): Carvalho, Celso do Prado Ferraz de
• Banca de defesa: Carvalho, Celso do Prado Ferraz de , Bioto, Patrícia Aparecida , Teixeira, Rosiley Aparecida , Silva, Ana Paula Ferreira da , Rossi, Fernanda
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: currículo da cidade; Base Nacional Comum Curricular (BNCC); rede municipal de ensino; professores; implementação
• Palavras-chave em Inglês: city curriculum; National Common Core Curriculum (BNCC); municipal school system; teachers; implementation; currículo de la ciudad; Currículo Nacional Común Base (BNCC); sistema de escuelas municipales; profesores; implementación
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3640

This research focuses on the perspective of lower secondary education teachers from the São Paulo Municipal Education Network regarding the implementation process of the São Paulo City Curriculum within the context of the National Common Core Curriculum (BNCC). The BNCC is the official document that regulates and defines the essential set of knowledge that all Brazilian students have the right to learn, while the São Paulo City Curriculum adapts these guidelines to the reality of the municipal education system, incorporating local education-specific contexts and characteristics. The central research question is: What are the conceptions of lower secondary education teachers in this network about the process of integrating the BNCC into the São Paulo City Curriculum, considering the role of continuous professional development in preparing and supporting teachers for this implementation? Our objective is to understand the challenges and perspectives of teachers regarding the implementation of the National Common Curricular Base (BNCC) in the Municipal Region of São Paulo (RMSP), with a focus on its incorporation into the Curriculum of the City. Additionally, we aim to investigate the continuous professional development of these teachers in the context of curriculum implementation, seeking to understand the challenges, progress, and adaptations that have occurred in this process. To achieve this, we have established the following specific objectives: i. Analyze the similarities between the National Common Curricular Base (BNCC) and the Curriculum of the City of the Municipal Education Network of São Paulo; ii. Identify the main challenges faced by teachers in the process of adapting the National Common Curricular Base (BNCC) to the municipal curriculum; iii. Investigate the impact of continuous professional development policies on teachers' pedagogical practice. Methodologically, we adopt a qualitative approach that combines literature review, document analysis, and a set of semi-structured interviews with teachers from two municipal schools. Discourse analysis is used to classify, describe, and analyze interview data, establishing connections between participants' statements, related studies, and specialized literature. In this way, the research aims to create a dialogue between teachers' perspectives, the theoretical framework, and normative guidelines, allowing for a deeper understanding of teaching practices and their influence on curriculum implementation in schools. The findings indicate that, despite the potential of the BNCC and the São Paulo City Curriculum, their implementation occurred rapidly, generating uncertainty among teachers. Continuous professional development emerged as a crucial factor, but teachers identified gaps, especially regarding the connection between theory and practice. The study also highlighted teachers' commitment to adapting the curriculum to students' realities, demonstrating that the effectiveness of the São Paulo City Curriculum depends not only on formal guidelines but also on implementation conditions and ongoing teacher support. In summary, the study points to the need for educational policies that ensure not only a well-structured curriculum but also the appreciation of teacher training as a continuous and meaningful process for improving education quality.