Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Costa, Vanessa do Socorro Silva da
 |
| Orientador(a): |
Chizzotti, Antonio |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21910
|
Resumo: |
The present thesis has as object of study the elaboration of the National Curricular Common Base (BNCC). The aim of this study was to analyze BNCC's construction of primary education in its global, national and local context, based on the Soure-PA municipal education network, a locus in which politics will gain in many aspects. It is a study with a qualitative approach, in which the combination of bibliographical / documentary research was adopted as a strategy. This methodology facilitated to gather information and data in order to support the study, with field research, in which the technique of the focal group was used as a data collection tool in order to listen not only to the teachers of the municipality but also the existing conflicts and contestation. So, it was possible to understand how BNCC is perceived and interpreted by these actors. The intention was to conduct an analysis based on Stephen Ball's Policy Cycle, because he understands that curricular policy needs to be examined in relation to its context. It is important to observe that this tool gave the possibility to study about the influence of the moment when the curriculum policy was started, in addition to the circumstances of the production of the text in which the elaboration process was carried out, in the textual production of the policy in question. The theoretical framework that served as the foundation of this thesis is based on the field of study, Education and Globalization, in which the following authors stand out: Boaventura de Souza Santos (2011), Torres e Burbules (2004); Milton Santos (2000); Barroso (2005); Ball (2001, 2014); State and governance, Carnoy (2002); Simionatto (2004); Castells (1999); Bresser Pereira (1995, 2009); Forjaz (2000); Coutinho (1989); Reis (2013); Garcez and Freitas (2015); Arturi (2005); Kazancigil (2002); Borges (2003); Amos (2010); Bolivar (2015), on curriculum and curricular policies, Arroyo (2013); Pacheco (2000, 2001, 2005, 2007, 2013); Sacristán (2000, 2007); Chizzotti and Ponce (2012); Milk (2005, 2006, 2012); Barroso (2003); Apple (2006); Macedo (2009, 2014, 2015); Candau (2013); Lopes (2004, 2008); Galian (2014); Barreto (2012) and on BNCC Alves (2004), Macedo (2015, 2016); Lopes (2015); Saviani (2016); Avelar and Ball (2017), among others. It should be pointed out that it was not intended in this research to point out a conclusion, but rather reflections on the BNCC's elaboration process, when analyzing the construction of this base in its "macro", "meso" and "micro", which resulted in the possibility of identifying several conflicts and disputes around the meanings of politics and, consequently, the political-economic control of Education. However, one can see that these dispute processes, present in the BNCC, connect the local actors, who are related to the decision makers of the national scenario and these, in turn, are linked to the global network, which produces a hegemonic education systems |
