A BNCC e a centralidade o currículo em competências: uma análise das apropriações dos professores dos anos iniciais do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: SILVA, Terezinha de Jesus Amaral da
• Orientador(a): MORAES, Lélia Cristina Silveira de
• Banca de defesa: MORAES, Lélia Cristina Silveira de , PORTO, Bernadete Souza , MELO, Maria Alice , PEDROSA, Eliane Maria Pinto
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: ensino fundamental; currículo; competências; documentos curriculares; apropriações;
• Palavras-chave em Inglês: elementary education; curriculum; skills; curriculum documents; appropriations
• Área do conhecimento CNPq: Currículo
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5854

This work is the result of research carried out on the National Common Curricular Base (BNCC) and the Centrality in the development of skills in Elementary School, Early Years. Our objective is to assess the appropriation by teachers of the Early Years of Primary School of the competency-based curriculum guided by the BNCC. We allude to the contexts of capitalist restructuring and the impacts of globalization on School Education from the perspective of Historical-Critical Pedagogy. A study on skills and abilities and their determinations in the country's official documents. Investigates the appropriations of teachers in the Initial Years of Elementary School regarding the competency-based curriculum guided by the BNCC. The state of the issue that allowed us to reconstitute the critical debate about this model to deepen the understanding of the competency-based approach in the BNCC and the DCTMA in their development and implementation trajectories. We base our study on the critical theory of education, curriculum and competence (Ducassé (1972), Suchodolski (1992), Krupskaya (2017), Apple (2004;2008), Sacristán (2013), Ramos (2001), Tanguy and Ropé (2002), Kuenzer (2003), Barbosa & Deluiz (2001; 2022), and in Historical-critical Pedagogy (Saviani (2006), Duarte (2004), Malanchen (2020). We adopted a theoretical-methodological approach based on Dialectical Historical Materialism, which allowed us to make inferences beyond the materially perceptible, the appearances of the subjects' speeches. (Nóbreg Thierrien & Thierrien, 2004). As a methodological procedure, we used a open questionnaire for data collection for pre-analysis and a semi-structured interview for data analysis according to Bardin (2016). We dialogued with authors who bring a critical perspective on the term competence and the meanings expressed in curriculum policies. In the empirical field, 10% of 216 teachers from the initial years of Elementary School in the public network in the city of Paulino Neves – MA participated in this research. We focused our analysis on three categories, namely the curriculum policy of the National Common Curriculum Base (BNCC) and the Maranhão Territory Curriculum Document (DCTMA), teachers' appropriations of the curriculum, competences and the centrality of competences in the curriculum, changes and challenges and the contributions of the BNCC and DCTMA documents to their pedagogical practice, and, finally, the contradictions, changes and challenges of this implementation to the practices of teachers in the initial years of elementary school. This work is an exercise in historicity, considering the contradictions and the totality of its political-ideological scope in Primary Education, the scenario of our analysis based on the studies of Aleraro (2005), Cortinaz 2019), Ornellas & Silva (2019) and the documentary analysis of the documents in question. In this context, we place primary education as the founding category, discussing the relationship between knowledge and curriculum and competences. We confirmed a greater focus on competency training for the job market, in which knowledge has been neglected due to the pressure on states and municipalities to show results in external exams, even in the Early Years of Primary School; a strong relationship between the appropriation of teachers elucidated in this research with the emergence of initial and continuing training based on a historical, dialectical and critical theoretical-methodological perspective for teachers, aimed at prioritizing knowledge and competencies.