Percepções dos professores de uma escola de Cachoeiro de Itapemirim/ES sobre a implementação
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Data
2025-11-26
Autores
Broedel, Edinéia Giori
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Editor
Universidade Federal do Espírito Santo
Resumo
The National Common Curricular Base (BNCC) is part of public education policies, specifically in the field of curriculum, and was implemented nationwide with a normative and hegemonic character, aimed at standardizing the school curriculum across all Brazilian education system by defining the competencies students should develop at each stage of basic education. Considering this, the research's overall objective is to analyze how teachers working with 5th-grade classes of elementary school at a municipal school in Cachoeiro de Itapemirim (a city located in the state of Espírito Santo, Brazil) understand the implementation of the BNCC as a curricular educational policy. The theoretical framework is based on critical authors such as Apple (2002, 2003), Duarte (2015), Macedo (2014), Malanchen (2016, 2021), Oliveira e Ferreira (2024), Sacristán (2000), as well as Saviani’s (2011) historical-critical pedagogy. The methodology is based on a qualitative case study. Documentary research, semi structured interviews with discussion groups and field notes were adopted for data production. Data analysis was based on discourse analysis. It was found that the BNCC was developed based on the assumptions of neoliberal reforms that imposed the interests of the ruling classes and the ideals of serving the market, competitiveness, and profit on curricular educational policies. Therefore, the curriculum emphasizes the selection of minimum content rather than access to the classic content that working class children should have access to in schools that have lost their social function of teaching them.
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BNCC , Ensino fundamental - anos iniciais , Currículo , Elementary school , Curriculum