A Base Nacional Comum Curricular como política pública e suas implicações no trabalho pedagógico dos professores de educação física da Rede Municipal de Feira de Santana - Bahia

• Ano de defesa: 2023
• Autor(a) principal: Carvalho, Edna Santos de
• Orientador(a): Silva, Welington Araújo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Política educacional; Base Nacional Comum Curricular; Competências; Educação Física escolar
• Palavras-chave em Inglês: Educational policy; Common National Curriculum Base; Skills; School Physical Education
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1770

The National Common Curricular Base (BNCC), approved in 2017, is an expression of the neoliberal advance in educational public policies. As part of a project directed by the Entrepreneurial Reformers of Education, among its objectives are the improvement of control over the pedagogical process at school, based on the alienation of teachers from educational work. In this way, understanding the Base as an educational policy is fundamental to understanding its impacts on school practices in relation to the organization of pedagogical work. This research aims to understand the influences and perceptions of teachers in the final years of elementary school in the city of Feira de Santana - Bahia in relation to what the National Common Curricular Base of Physical Education proposes. In order to organize the intended discussion, the work will be structured in four chapters, which are divided into two blocks. One of them deals with the role of the State and the creation of Brazilian educational policies, linking the debate to the construction process, structure and educational perspectives of the Base. The other directs the discussion to the scope of Physical Education (PE) as a curricular component, taking into account the accumulated debates about its presence and curricular organization, as well as the perceptions of male and female teachers about the Base propositions for this discipline. As a methodological procedure, a document analysis was carried out regarding the foundations, methodological assumptions and proposals for the discipline in question. A semi-structured interview via google meet was also used with five participants who work in school PE. In addition, we took stock of the literature in order to find out how researchers in the area have been discussing this curricular component inserted in the Base. In pedagogical terms, we observed that apparently the BNCC represents a breakthrough in the field of PE, but in essence, it helps to hide divergences around the object and the specificity of the area, in addition to succumbing to all the theoretical discussion built in this regard. In the political aspect, we highlight that adherence to the BNCC conditions implies the inability of the area to become indignant at the denial of content to students. Furthermore, with the area's adherence to the Base's propositions, new and greater obstacles are imposed to the construction of an educational project aimed at the autonomy of workers.