BNCC and curriculum for high school education: What do students think about training itineraries?

• Autor(a) principal: Maia da Silva, Eurandizia
• Data de Publicação: 2022
• Outros Autores: de Oliveira, Márcia Betania
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Linguagens, Educação e Sociedade (Online)
• Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3000
• topic: BNCC ensino médio; Ensino médio regular; Oferta em tempo integral; Itinerários Formativos; Ciclo de políticas; BNCC escuela secundaria; Bachillerato regular; Oferta a tiempo completo; Itinerarios formativos; Ciclo de políticas; BNCC high school; Regular high school; Full-time offer; Formative Itineraries; Policy cycle

In this text, we address issues around formative itineraries (IF) as part of the curriculum proposal for secondary education, based on the National Common Curricular Base (BNCCEM), in the discourse of strengthening youth protagonism. We question: How does the BNCC guide the construction of the High School curriculum from the perspective of training itineraries? What do students think about these training itineraries? We defined the following objectives: to investigate how the formative itineraries have been discussed while text production; highlight elements of secondary education reform; present research data developed on the subject and, finally, understand the curriculum then proposed by the regulations that constitute the BNCCEM. The empirical research took place in a full-time school located in the interior of the state of Ceará, from the perspective of nine students in the third year of high school, through questionnaires made available by google meet.The research data seem apparent from the students' understanding of what formative itineraries are, or even about the goals of the itineraries in the sense of entering into their formation, generating autonomy and empowerment, preparation for life, for others . As for the processes of construction of training itineraries for the class, the answers range from the operation, the indication of results, through the policy that are totally distant from the understanding of the theme, to the signaling of action in which the traffic according to the configuration and reconfiguration of propositions to what the local reality demands, demanded by the circumstances and punctual of the subjects and the school.