Impactos da implementação da base nacional comum curricular na disciplina de geografia no município de São Mateus (2016-2022)
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Data
2026-03-19
Autores
Santos, Ubiratan Bomfante dos
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Universidade Federal do Espírito Santo
Resumo
This dissertation investigates the repercussions of the implementation of the National Common Curriculum Base (BNCC) on the organization of the Geography curriculum in the Municipal Education Network of São Mateus-ES, from 2016 to 2022. The study is based on the hypothesis that the historically established oligarchic political culture in the municipality, marked by clientelism in political relations, has difficulties in undertaking lasting educational policies that could be classified as state policies. Public policies, and by extension educational policies, tend to be implemented in a sparse manner due to poor governance techniques and little appreciation for participatory processes. The BNCC, conceived in a context of advancing the neoliberal agenda and institutional ruptures in the country, is seen as a policy of a centralizing and vertically imposed nature. Thus, it analyzes whether this oligarchic legacy continues to manifest itself in contemporary educational policies, resulting in an implementation with little effective participation from the school community, including teachers, parents, and students. Our theoretical framework is based on Russo (2007, 2011), Santos (2017), Leal (2012), Alencar (2016), Malverdes (2024), Silva (1999), Malanchem (2016), Apple (2002), and Pimenta (1996, 2021). To this end, the study employed the methodology of document analysis and interviews with semi-structured questionnaires. The process of local curricular adaptation is examined as a reflection of this political tradition of little regard for consultation and dialogue. The research examines the impact of this national policy on the "school floor," investigating the perceptions of geography teachers to understand how the transition to the BNCC (National Common Core Curriculum) occurred, the changes in educational practices, and how power relations and neoliberal orientations materialize in the daily life of the classroom. The results indicate that, despite the expansion of access to basic education and near-universal education, the quality and democratic nature of curriculum policies remain vertically structured, with the top-down imposition of a national document occurring without proper preparation or dialogue, acting almost as a side effect.
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Cultura política oligárquica , Base Nacional Comum Curricular , Prática docente