A implementação da Base Nacional Comum Curricular: desafios e ações da gestão escolar

Abstract

This research aimed to analyze the implementation process of the Common National Curriculum Base in four elementary schools in a small city in the state of São Paulo, from the perspective of school managers. To achieve this purpose, the research was carried out through a qualitative approach, using the Policy Cycle articulated with the Historical-Critical Pedagogy to guide the analysis of the different contexts that constituted the current policy. The research data were collected through the following instruments: documental survey and analysis, specific bibliographic study for the methodological theoretical foundation and semi-structured interview that privileged the perspectives of the participants, such as the school principal, vice-principal of the school and the pedagogical coordinator, who took a stand on the subject. Through the analysis of data collected in the development of the research, it was possible to understand the process of implementing the BNCC in the school space from the perspective of the school manager and to verify the influences of member bodies of the private sector that permeated the preparation and approval of the BNCC and school practice in public education, therefore, it was understood that such bodies aim to meet market interests using education and especially the school curriculum as an instrument to achieve their goals. Furthermore, the survey results showed that a) the process of implementing the BNCC in the schools surveyed was started in 2019, but it was paused due to the Covid 19 pandemic; b) there was negligible participation of school managers in the elaboration of the BNCC c) there is influence of private bodies in public education; d) the schools surveyed use materials produced by the private initiative and receive advice that helps to implement the BNCC in the school context; e) school managers are the implementers of educational policies in the school context; f) school managers have a positive perspective regarding BNCC; g) school managers have relative autonomy with regard to the implementation of educational policies; h) the municipal network is influenced by articulating bodies and other governmental spheres, and its autonomy is often limited. Therefore, this research promoted a reflection on the implications of such a policy on school practices and contributed to heighten the ideologies implicit in this process.