A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores

Detalhes bibliográficos
Autor(a) principal: PEDROZO, Nelcyleide de Jesus
Data de Publicação: 2024
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/5192
Resumo: This research deals with the implications of the National Common Curricular Base (BNCC) in the school curriculum of the municipal education network of São Luís/MA. Since its approval in December 2017, the BNCC has become a mandatory reference in the preparation of curricula for states and municipalities. However, this research was based on the following questions: Are the curricula of municipal schools in São Luís/MA based on BNCC determinations? How do teachers in the municipal network of São Luís/MA perceive or experience the construction of the school curriculum? What are the challenges they face in implementing BNCC at school? Therefore, to answer these questions, the present research has as its general objective, to analyze the implications of the BNCC in the school curriculum of the municipal education network of São Luís/MA, from the teachers' point of view. And as specific objectives, discuss the context of construction of the BNCC, its relationships and developments in the construction of the school curriculum in the municipal education network of São Luís/MA; identify the strategies adopted in the municipality of São Luís/MA to enable the implementation of the BNCC in municipal schools; analyze the curricula of the schools investigated, in their content and organizational processes, understanding the implications of the BNCC in these curricula. Therefore, this is a qualitative research approach, involving bibliographic, documentary and field studies, based on the Historical-Dialectical Materialism (MHD) method. Therefore, we articulate among the categories of (MHD) the dimensions of historicization, singularity, particularity, totality, mediation and contradiction. The theoretical framework consists of contributions from authors such as: Apple (2011), Arroyo (2013), Dourado (2010), Freitas (2018), Macedo (2018, 2019), Michael Young (2014), Sacristán (2013), Saviani (2008; 2020; 2021) Silva (2015), among others. For data collection, the questionnaire was used as instruments, aiming to gather the profile of the 17 (seventeen) research subjects from the two schools investigated, one from the Urban Zone - Center Center and the other from the Rural Zone and the semi-structured interview which allowed greater freedom for the participants to inquire. The collected data were analyzed using Bardin's Content Analysis Technique (1977). The main results found showed that the BNCC was decisive in the construction of the curriculum of the Municipal Education Network of São Luís, bringing implications for the development of the curriculum, such as: The need to compensate for the curriculum design, present in the teachers' positioning. The understanding on the part of teachers that the curriculum has a direct relationship with teacher practice. Some teachers are still unaware of the curriculum document prepared for the São Luís education network and the DCTM, since not everyone participated or was involved in the preparation of the aforementioned documents. There was also a significant dependence of teachers on the textbook, seen as guidance for teaching practice. It was also identified that teachers conduct their practices in a way of constant flexibility so that they can meet what is determined by the BNCC and the specificities of student learning and the reality of each school and this constitutes one of the challenges, especially after the post-pandemic context combined with the lack of continued training and adequate physical infrastructure and resources.
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spelling MORAES, Lélia Cristina Silveira dehttp://lattes.cnpq.br/0326760034146239MORAES, Lélia Cristina Silveira dehttp://lattes.cnpq.br/0326760034146239PORTELA, Edinólia Limahttp://lattes.cnpq.br/5507233104134545PEDROSA, Eliane Maria Pintohttp://lattes.cnpq.br/2211939453989786http://lattes.cnpq.br/7164054767843420PEDROZO, Nelcyleide de Jesus2024-03-13T11:47:08Z2024-02-20PEDROZO, Nelcyleide de Jesus. A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores. 2024. 185 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2024.https://tedebc.ufma.br/jspui/handle/tede/tede/5192This research deals with the implications of the National Common Curricular Base (BNCC) in the school curriculum of the municipal education network of São Luís/MA. Since its approval in December 2017, the BNCC has become a mandatory reference in the preparation of curricula for states and municipalities. However, this research was based on the following questions: Are the curricula of municipal schools in São Luís/MA based on BNCC determinations? How do teachers in the municipal network of São Luís/MA perceive or experience the construction of the school curriculum? What are the challenges they face in implementing BNCC at school? Therefore, to answer these questions, the present research has as its general objective, to analyze the implications of the BNCC in the school curriculum of the municipal education network of São Luís/MA, from the teachers' point of view. And as specific objectives, discuss the context of construction of the BNCC, its relationships and developments in the construction of the school curriculum in the municipal education network of São Luís/MA; identify the strategies adopted in the municipality of São Luís/MA to enable the implementation of the BNCC in municipal schools; analyze the curricula of the schools investigated, in their content and organizational processes, understanding the implications of the BNCC in these curricula. Therefore, this is a qualitative research approach, involving bibliographic, documentary and field studies, based on the Historical-Dialectical Materialism (MHD) method. Therefore, we articulate among the categories of (MHD) the dimensions of historicization, singularity, particularity, totality, mediation and contradiction. The theoretical framework consists of contributions from authors such as: Apple (2011), Arroyo (2013), Dourado (2010), Freitas (2018), Macedo (2018, 2019), Michael Young (2014), Sacristán (2013), Saviani (2008; 2020; 2021) Silva (2015), among others. For data collection, the questionnaire was used as instruments, aiming to gather the profile of the 17 (seventeen) research subjects from the two schools investigated, one from the Urban Zone - Center Center and the other from the Rural Zone and the semi-structured interview which allowed greater freedom for the participants to inquire. The collected data were analyzed using Bardin's Content Analysis Technique (1977). The main results found showed that the BNCC was decisive in the construction of the curriculum of the Municipal Education Network of São Luís, bringing implications for the development of the curriculum, such as: The need to compensate for the curriculum design, present in the teachers' positioning. The understanding on the part of teachers that the curriculum has a direct relationship with teacher practice. Some teachers are still unaware of the curriculum document prepared for the São Luís education network and the DCTM, since not everyone participated or was involved in the preparation of the aforementioned documents. There was also a significant dependence of teachers on the textbook, seen as guidance for teaching practice. It was also identified that teachers conduct their practices in a way of constant flexibility so that they can meet what is determined by the BNCC and the specificities of student learning and the reality of each school and this constitutes one of the challenges, especially after the post-pandemic context combined with the lack of continued training and adequate physical infrastructure and resources.Esta pesquisa trata sobre as implicações da Base Nacional Comum Curricular (BNCC) no currículo escolar da rede municipal de ensino de São Luís/MA. Desde a sua homologação em dezembro de 2017, a BNCC tornou-se referência obrigatória na elaboração dos currículos dos estados e municípios. Todavia, a presente pesquisa partiu dos seguintes questionamentos: Os currículos das escolas municipais de São Luís/MA se fundamentam nas determinações da BNCC? Como os professores da rede municipal de São Luís/MA percebem ou vivenciaram a construção do currículo escolar? Quais são os desafios que eles enfrentam na implementação da BNCC na escola? Desse modo, para responder esses questionamentos, a presente pesquisa apresenta como objetivo geral, analisar as implicações da BNCC no currículo escolar da rede municipal de ensino de São Luís/MA, na visão dos professores. E como objetivos específicos, discutir o contexto de construção da BNCC, suas relações e desdobramentos na construção do currículo escolar na rede municipal de ensino de São Luís/MA; identificar as estratégias adotadas no município de São Luís/MA para viabilizar a concretização da BNCC nas escolas da rede municipal; analisar os currículos das escolas investigadas, no que concerne ao processo de construção e de organização, apreendendo as implicações da BNCC nesses currículos. Logo, trata-se de uma pesquisa de abordagem qualitativa, envolvendo estudo bibliográfico, documental e de campo, baseada no método do Materialismo Histórico-dialético (MHD). Assim sendo, articulamos dentre as categorias do (MHD) as dimensões da historicização, singularidade, particularidade, totalidade, mediação e contradição. O referencial teórico constitui-se das contribuições de autores como: Apple (2011), Arroyo (2013), Dourado (2010), Freitas (2018), Macedo (2018, 2019), Michael Young (2014), Sacristán (2013), Saviani (2008; 2020; 2021) Silva (2015), entre outros. Para a coleta de dados, utilizou-se como instrumentos, o questionário, visando levantar o perfil dos 17 (dezessete) sujeitos da pesquisa das duas escolas investigadas, sendo uma da Zona Urbana- Núcleo Centro e a outra da Zona Rural e a entrevista semiestruturada que permitiu a maior liberdade para a inquirição dos participantes. Os dados coletados foram analisados a partir da Técnica de Análise de Conteúdo de Bardin (1977). Os principais resultados encontrados apontaram que a BNCC foi determinante na construção do currículo da Rede Municipal de Ensino de São Luís trazendo implicações para o desenvolvimento do currículo, tais como: A necessidade de repensar a concepção de currículo, presente nos posicionamentos dos professores. A compreensão por parte dos professores, de que o currículo possui uma relação direta com a prática dos professores. Alguns professores ainda desconhecem o documento curricular elaborado para a rede de ensino de São Luís e o DCTM, uma vez que nem todos participaram ou foram envolvidos na elaboração dos referidos documentos. Também constatou-se uma dependência significativa dos professores ao livro didático, visto como orientação para a prática docente. Identificou-se ainda que os professores conduzem suas práticas de modo a uma constante flexibilização para que possam atender o que é determinado pela BNCC e as especificidades da aprendizagem dos alunos e da realidade de cada escola e isso se constitui em um dos desafios, sobretudo após o contexto pós-pandêmico aliado a falta de formação continuada e infraestrutura física e recursos adequados.Submitted by Jonathan Sousa de Almeida (jonathan.sousa@ufma.br) on 2024-03-13T11:47:08Z No. of bitstreams: 1 NELCYLEIDEDEJESUSPEDROZO.pdf: 3431612 bytes, checksum: 26b7aac64feb728ef927b20c4a515a80 (MD5)Made available in DSpace on 2024-03-13T11:47:08Z (GMT). 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dc.title.por.fl_str_mv A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
dc.title.alternative.eng.fl_str_mv The National Common Core Curriculum in the context of the municipal education network of São Luís/MA: implications for the school curriculum from the teachers' point of view
title A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
spellingShingle A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
PEDROZO, Nelcyleide de Jesus
Base Nacional Comum Curricular;
Currículo Escolar;
professores do ensino fundamental.
Common National Curriculum Base;
School Curriculum;
elementary school teachers.
Currículo
Educação
title_short A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
title_full A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
title_fullStr A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
title_full_unstemmed A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
title_sort A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores
author PEDROZO, Nelcyleide de Jesus
author_facet PEDROZO, Nelcyleide de Jesus
author_role author
dc.contributor.advisor1.fl_str_mv MORAES, Lélia Cristina Silveira de
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/0326760034146239
dc.contributor.referee1.fl_str_mv MORAES, Lélia Cristina Silveira de
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/0326760034146239
dc.contributor.referee2.fl_str_mv PORTELA, Edinólia Lima
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/5507233104134545
dc.contributor.referee3.fl_str_mv PEDROSA, Eliane Maria Pinto
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/2211939453989786
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/7164054767843420
dc.contributor.author.fl_str_mv PEDROZO, Nelcyleide de Jesus
contributor_str_mv MORAES, Lélia Cristina Silveira de
MORAES, Lélia Cristina Silveira de
PORTELA, Edinólia Lima
PEDROSA, Eliane Maria Pinto
dc.subject.por.fl_str_mv Base Nacional Comum Curricular;
Currículo Escolar;
professores do ensino fundamental.
topic Base Nacional Comum Curricular;
Currículo Escolar;
professores do ensino fundamental.
Common National Curriculum Base;
School Curriculum;
elementary school teachers.
Currículo
Educação
dc.subject.eng.fl_str_mv Common National Curriculum Base;
School Curriculum;
elementary school teachers.
dc.subject.cnpq.fl_str_mv Currículo
Educação
description This research deals with the implications of the National Common Curricular Base (BNCC) in the school curriculum of the municipal education network of São Luís/MA. Since its approval in December 2017, the BNCC has become a mandatory reference in the preparation of curricula for states and municipalities. However, this research was based on the following questions: Are the curricula of municipal schools in São Luís/MA based on BNCC determinations? How do teachers in the municipal network of São Luís/MA perceive or experience the construction of the school curriculum? What are the challenges they face in implementing BNCC at school? Therefore, to answer these questions, the present research has as its general objective, to analyze the implications of the BNCC in the school curriculum of the municipal education network of São Luís/MA, from the teachers' point of view. And as specific objectives, discuss the context of construction of the BNCC, its relationships and developments in the construction of the school curriculum in the municipal education network of São Luís/MA; identify the strategies adopted in the municipality of São Luís/MA to enable the implementation of the BNCC in municipal schools; analyze the curricula of the schools investigated, in their content and organizational processes, understanding the implications of the BNCC in these curricula. Therefore, this is a qualitative research approach, involving bibliographic, documentary and field studies, based on the Historical-Dialectical Materialism (MHD) method. Therefore, we articulate among the categories of (MHD) the dimensions of historicization, singularity, particularity, totality, mediation and contradiction. The theoretical framework consists of contributions from authors such as: Apple (2011), Arroyo (2013), Dourado (2010), Freitas (2018), Macedo (2018, 2019), Michael Young (2014), Sacristán (2013), Saviani (2008; 2020; 2021) Silva (2015), among others. For data collection, the questionnaire was used as instruments, aiming to gather the profile of the 17 (seventeen) research subjects from the two schools investigated, one from the Urban Zone - Center Center and the other from the Rural Zone and the semi-structured interview which allowed greater freedom for the participants to inquire. The collected data were analyzed using Bardin's Content Analysis Technique (1977). The main results found showed that the BNCC was decisive in the construction of the curriculum of the Municipal Education Network of São Luís, bringing implications for the development of the curriculum, such as: The need to compensate for the curriculum design, present in the teachers' positioning. The understanding on the part of teachers that the curriculum has a direct relationship with teacher practice. Some teachers are still unaware of the curriculum document prepared for the São Luís education network and the DCTM, since not everyone participated or was involved in the preparation of the aforementioned documents. There was also a significant dependence of teachers on the textbook, seen as guidance for teaching practice. It was also identified that teachers conduct their practices in a way of constant flexibility so that they can meet what is determined by the BNCC and the specificities of student learning and the reality of each school and this constitutes one of the challenges, especially after the post-pandemic context combined with the lack of continued training and adequate physical infrastructure and resources.
publishDate 2024
dc.date.accessioned.fl_str_mv 2024-03-13T11:47:08Z
dc.date.issued.fl_str_mv 2024-02-20
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv PEDROZO, Nelcyleide de Jesus. A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores. 2024. 185 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2024.
dc.identifier.uri.fl_str_mv https://tedebc.ufma.br/jspui/handle/tede/tede/5192
identifier_str_mv PEDROZO, Nelcyleide de Jesus. A Base Nacional Comum Curricular no contexto da rede municipal de ensino de São Luís/MA: implicações no currículo escolar sob a visão dos professores. 2024. 185 f. Dissertação (Programa de Pós-Graduação em Educação/CCSO) - Universidade Federal do Maranhão, São Luís, 2024.
url https://tedebc.ufma.br/jspui/handle/tede/tede/5192
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Maranhão
dc.publisher.program.fl_str_mv PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
dc.publisher.initials.fl_str_mv UFMA
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv DEPARTAMENTO DE EDUCAÇÃO II/CCSO
publisher.none.fl_str_mv Universidade Federal do Maranhão
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFMA
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