Desafios da Base Nacional Comum Curricular do ensino médio: percepções e perspectivas de docentes e gestores(as) da Ilha de Marajó

Abstract

This research is linked to the Research Line “Teacher Training and Professional Action in Educational Practices” of the Graduate Program in Education and the Research Group “School Context and the Teaching-Learning Process: Actions and Interactions”, both from the University of Western São Paulo. Furthermore, it is connected to the project “The BNCC and Educational Policies in Different Brazilian States: materialization in curricula and training interventions for School Administrators”, coordinated by the Study and Research Group: State, Educational Policies and Teacher Training, at the State University of Maringá. The objective is to analyze the process of implementation and materialization of the Common National Curriculum Base (BNCC) and the formative itineraries in the teaching and learning process of high school students in Marajó Island, in the state of Pará. This analysis is crucial given the peculiarities of the region, especially the tidal movements, which impact the economy and daily lives of the Marajó riverside communities. The BNCC high school stage was approved by the Minister of Education in December 2018, and in 2022, the State Curriculum Document of Pará – High School Stage was approved, with implementation scheduled from 2022 to 2024. We observed a lack of scientific studies on the proposed topic, which justifies the originality and relevance of this research. It is a qualitative study, with an exploratory research design. Data collection took place through documental analysis and field research used questionnaires and semi-structured interviews. The research locus was a high school located on Marajó Island, selected for being the school with the highest number of enrolled students in the Marajó municipality with the highest Municipal Human Development Index and the lowest rates of people extreme poverty and poverty. The participants included nine school administrators (principal, vice-principal and professionals working in the pedagogical area) and 16 teachers. The collected data were analyzed using Discursive Textual Analysis and triangulation. The research reveals challenges, impacts, potentialities, and weaknesses in the process of implementation and materialization of the BNCC and formative itineraries in the Marajó context. We inferred that there was a lack of continuous training, as teachers and administrators expressed insecurity regarding the “New” High School. We found that the school's infrastructure didn´t provide the necessary conditions for implementing the new curricular proposal and that there were no discussions on quilombola education, rural education focused on water and forest peoples, geographical characteristics, and tidal movements, which influence the lives of local peoples and impact students' access and permanence in school. Thus, the document has urban characteristics, distancing itself from the specificities of the Marajó context. An imposing and undemocratic process ocurred, which denies school autonomy and ignores the unique ways of life on Marajó Island, influenced by neoliberal policieswith a predominance of demands linked to the market economy. These findings can contribute to strengthening of public policies that consider the specificities of the Marajó riverside communities.