Análise documental da BNCC, BCC e proposta curricular de Santa Catarina

• Autor(a) principal: Frasson, Liliane Ghessi
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/12533
• topic: Proposta Curricular de Santa Catarina; Base Nacional Comum Curricular; Currículo Base da Educação Infantil e do Ensino Fundamental do Território Catarinense

The school is an institution that aims to train citizens who act critically and be aware of their rights and duties so that they act in a transformative way in the society in which they live. One of the means to achieve this goal is the school curriculum, which needs to be restructured according to current needs, based on the LDB and the documents that come from it. Thus, this study aimed to analyze the points of convergence and divergence between the guiding documents of Santa Catarina's education: BNCC (2017), BCC (2019) and PCSC (2014). In order for the proposed objective to be achieved, a descriptive research was carried out, using the comparative method between documents guiding education in the State of Santa Catarina. Regarding the approach, this study is characterized as qualitative. To make the data collections, after the intense reading of the documents, based on the principles that underlie three documents, some descriptors were chosen: integral training, training path, diversity, competences, skills, object of knowledge and curriculum. As a result, it can be seen that the three documents converge on the understanding of the formative path and integral training. However, they differ as to their theoretical and methodological basis, and the PCSC has its epistemological base in sociointeractionism; BNCC is a content writer; the BCC is a mosaic of the two documents, highlighting the importance of the training path for integral training, as provided by the PCSC, but ends with the content base of BNCC.