Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
PEREIRA, Maria Elinete Gonçalves
 |
| Orientador(a): |
MORAES, Lélia Cristina Silveira de
|
| Banca de defesa: |
MORAES, Lélia Cristina Silveira de
,
NASCIMENTO, Ilma Vieira do
,
BINFIM, Maria Núbia Barbosa
,
RODRIGUES, Ana Claúdia da Silva
,
ALMEIDA, Lucinalva Andrade Ataide de
|
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal do Maranhão
|
| Programa de Pós-Graduação: |
PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
|
| Departamento: |
DEPARTAMENTO DE EDUCAÇÃO II/CCSO
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Palavras-chave em Espanhol: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tedebc.ufma.br/jspui/handle/tede/5534
|
Resumo: |
This study, initiated in 2020, was impacted by the global COVID-19 pandemic, which exacerbated social inequalities under the influence of capitalist sociability, marking the contemporary global situation. It is part of the Research Line: Educational Institutions, Curriculum, Teacher Training, and Work. The main objective is to analyze the influence of the BNCC on the organization of the school curriculum for elementary education in the municipality of Imperatriz, MA, and on the pedagogical practices of teachers, given that the BNCC, approved in December 2017, regulates the preparation of curricula for Brazilian basic education. The participants of this research were thirty-five teachers and four pedagogical coordinators from four schools in the respective education network. With this objective, the study starts from the historicity of the school curriculum based on Goodson (1995), Apple (2001; 2006), Saviani (2013; 2016), and Santomé (2013). The evidence of this historicity indicated that the school curriculum, since its origin, has aimed at social control in societies. It remains contemporary through new dynamics and strategies that converge for the current time. However, the selection and distribution of school knowledge from this perspective hinder the emancipation of individuals. Thus, transforming this reality requires a critical approach to knowledge that will take place through pedagogical praxis, which goes beyond simply teaching content to students. It is a dynamic and interactive process that involves action, reflection, and transformation, aligning with the thoughts of Vázquez (2007), Young (2014; 2007), Sacristán (2000), Freire (2014), and Saviani (2013), who advocate a conception of a critical and transformative curriculum assumed in this study. The theoretical and methodological framework adopted in this research, encompassing the political, economic, and social context, positions the BNCC as a curricular policy that prioritizes neoliberal determinations and it also secondaryizes the historical and social formation of individuals. The BNCC has been implemented through the preparation of regional, state, and local curricula, as has occurred in the State of Maranhão through the construction of the DCTMA. Thus, this thesis argues that the implementation of a policy is influenced by the social context and material conditions present in the institution; that is, it transcends the knowledge and application of norms, encompassing conceptions, values, cultures, resource availability, personal and professional identities, and the interests of the subjects involved. Consequently, the normative process established by the BNCC and the DCTMA does not prevent the school from creating and developing its own curriculum. This research was guided by the method of historical-dialectical materialism, intertwined with the categories of totality, historicity, contradiction, and mediation, moving within the field of qualitative research. The state of the question was examined, addressing the scope of the object in scientific research; bibliographic and documentary research was conducted; using observation techniques, questionnaires, and semi-structured interviews to collect data from the empirical field. Additionally, Bardin's (2011) content analysis technique was applied, designating specific categories analyzed by the aforementioned method. In the researched universe, which reflects only a sample of the professionals from the municipal education network, various perspectives on the effectiveness of the BNCC are observed. However, there is a consensus among them: the BNCC is not the only reference used, and when applied, the guidelines are often organized/adapted according to local realities and needs. This indicates that there is flexibility in the implementation of the norms established by the document, seeking other curricular possibilities consistent with the specific contexts of teaching and learning. |
