A implementação da BNCC nas escolas da rede Estadual Paulista da Diretoria de Ensino de Santo Anastácio.

Abstract

This research is linked to the research´s topic: Public Policy in Education, Educational Practices and Diversity, to the State Educational Policies and Democracy (EPED) research group, both belonging to the Graduate Program in Education at the “UNIVERSIDADE DO OESTE PAULISTA” (UNOESTE), Campus II of Presidente Prudente/SP. The research aimed to understand the process of implementation of the Common National Curriculum Base in the schools in São Paulo State of Santo Anastácio education department from the considerations of their secretary managers, school managers and teachers. For the objective scope, the following specific objectives were listed: 1) to describe the historical process of supplying the document about the Common National Curriculum Base, based on bibliographic studies and documental sources. 2) to analyze the content of the official guidelines of São Paulo state regarding the BNCC, and 3) to investigate the process of implementing the BNCC within the scope of management and teaching, taking as a reference the experience of participants in the educational system and in schools from the region of Santo Anastácio. Regarding the methodological aspects, a bibliographic survey was carried out in theses and dissertations databases, in the CAPES Periodical Portal, and in documents, in legal websites by the Ministry of Education and by the São Paulo State Department of Education. In the empirical research phase, 17 out of 22 education professionals were characterized as part of the management: 01 Principal/Head teacher, 01 Director of the Pedagogical Center, 02 teaching supervisors, 01 Coordinator/Professor of the Pedagogical Center from Portuguese Language area and 01 Pedagogical Coordinator in Mathematics. In addition, 04 schools were selected in different cities, whose social context and public schools were urban, rural and mixed. Based on this, professionals who are part of School Management units consisting of school units, it was selected: 04 principals and 04 coordinators. There were also 04 Portuguese Language teachers and 04 Mathematics teachers, and 05 professionals refused to participate in the research because they were in home office work and in social isolation. The collected data was formed from the historical-dialectical materialist method, where four categories were analyzed: a) the process of formation of reference to the implementation of BNCC; b) Participation in the BNCC implementation process; c) Perceptions of managers and teachers about the BNCC implementation process regarding the quality of education acts and; d) the process of implementing of BNCC and its actions in educational work. The irrelevant research shows that managers and teachers lack knowledge about the process of implementing about the BNCC. Both managers and teachers, being, therefore, one of the main elements of difficulty in implementation, perceive the precariousness of information. The negligible participation in the elaboration of the document participation in a superficial and pragmatist participation. In this scenario of mischaracterization of the work with the research participants, it is observed that the managers blamed the teachers for the difficulties encountered in the implementation process without, however, recognizing that the teachers were not prepared for this work. In addition, non-university research participants about the multiple determinations involving the assumptions of the document, which, it seems, corroborate the scrapping of public education and serve private interests.