Desde quando educar se resume a seguir manuais? : propostas de implementação da Base Nacional Comum Curricular (BNCC) no ensino de língua portuguesa divulgadas pela Nova Escola

• Ano de defesa: 2024
• Autor(a) principal: Januário, Tatiana das Merces
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação e Estado; Língua Portuguesa; Base Nacional Comum Curricular; Nova Escola; Privatização na educação; Currículo; Education and State; Portuguese Language; National Common Curricular Base; Privatization in education; Curriculum; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/18272

This research is linked to the Center for Studies and Research in Literacy, Reading and Writing of Espírito Santo (NEPALES/UFES) and inserted in the context of implementing policies to standardize the minimum content submitted to the National Common Curricular Base (BNCC). The Lemann Foundation, a non-governmental institution and representative of the business sector, was active during the process of preparing the BNCC document and, in contemporary times, has prescribed teaching models through instructional materials, called lesson plans, made available free of charge on the Nova Escola Digital Platform. This research, therefore, proposes to investigate the pedagogical concepts enunciated in these materials for teaching Portuguese in the Final Years of Elementary School. To this end, 190 lesson plans were analyzed in light of the Bakhtinian theoretical-methodological and historical cultural framework, allowing us to consider the historical and social contexts in which the documents were produced, as well as the axiological foundations and basic commitments that support them. Through these materials, Nova Escola enunciates technical pedagogical concepts, in which the student is limited to the role of information receiver and the teacher to a task executor. Regarding the content of the Portuguese language component, these lesson plans do not present significant innovations, remaining focused on the linguistic dimension and normative rules, to the detriment of the discursive-enunciative dimension of language. Consequently, they do not contribute to improving the quality of education from the perspective of human development, but serve to advance educational policies and projects subject to neoliberal standards