CURRICULUM POLICIES AND THEIR ARTICULATIONS IN A DEMOCRATIC EDUCATION APPROACH

• Autor(a) principal: Fritsch, Rosangela
• Data de Publicação: 2021
• Outros Autores: Leite, Carlinda, Lima, Ruy D'Oliveira
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3009
• topic: currículo; política; Base Nacional Comum Curricular; Referencial Curricular Gaúcho; Documento Orientador Curricular de um Território Municipal; Brazil’s National Core Curriculum; Curriculum Guiding Document of a City District; curriculum; policy; Brazil’s National Core Curriculum; Rio Grande do Sul’s Curriculum Standard; Curriculum Guiding Document of a City District; política; Base Nacional Común Curricular; Referencial Curricular Gaúcho; Documento Orientador Curricular de un Territorio Municipal; currículo

The present paper, by focusing on curriculum policies for basic education aims to bring to the academic debate issues related to the Brazil’s National Core Curriculum (BNCC) and Rio Grande do Sul’s Curriculum Standard (RCG) and their influences on the Curriculum Guiding Document of a City District (DOCTM). Supported by qualitative research that uses as methodological resources documental analysis along with Social Media Analysis, the study concluded that civil society and school community’s participation in the establishment of curriculum policies is, in general, restricted to some representations and public consultations. Furthermore, the results indicate that the use of BNCC as a macro strategy ends up translating as an excessively prescriptive and operational document, which is also limited in terms of explicitness and outline of guidelines regarding its unfolding on state and city levels. It was possible, in reading the RCG, to infer that it is a pedagogical proposal centered on the development of competences, which has greater conceptual expression in the BNCC than in the DOCTM. We identify, also, aspects that do not follow the same lines as the collaboration regimen, as the composition and production of texts evidence disarticulations between state and city process, especially regarding the lack of participation of both federative entities and other representative actors from civil society and school communities.