A reformulação do currículo escolar no estado do Paraná a partir da BNCC: a padronização de aprendizagens e o currículo por competências

• Autor(a) principal: BEDIN, Angela Maria
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br/handle/tede/5663
• topic: Currículo; BNCC; Referencial Curricular do Paraná; Padronização de aprendizagens; Competências e habilidades; Curriculum; BNCC; Referencial Curricular do Paraná; Standardization of learning; Competencies and skills; EDUCACÂO: TÓPICOS ESPECÌFICOS DE EDUCAÇÂO

This master’s dissertation is part of the research line “Sociedade, Conhecimento e Educação” and was developed with the support of studies and participation in the Research Group “Representações, Espaços, Tempos e Linguagens em Experiências Educativas” (RETLEE). This research is an analysis of the national curriculum policies and the state of Paraná built from the curricular reform initiated with the approval of the Base Nacional Comum Curricular (BNCC). The objective is to understand the path traced by these reforms to improve the quality of basic education in Brazil and Paraná. The method used was the documentary analysis of national and state curriculum policies and also of complementary documents such as laws, deliberations, resolutions, normative instructions and others. The study of these documents was based on the concepts and procedures of Textual Discursive Analysis (ATD). In addition, the understanding of the dynamics that involve the elaboration, implementation and reinterpretation of educational policies was based on the Policy Cycle approach. Through the research it was found that the standardization of learning and the organization of the curriculum and teaching by competencies are presented as solutions for improving the quality of education and promoting equality, however this is permeated by contradictions and problems such as: the absence a debate on social and economic inequality and its effects on access to knowledge; the denial of the political, historical and social character of the curriculum and of the teaching and learning processes; curricular centralization and the search for the homogenization of subjects in spite of democratic management and teaching; the linking of standardization with the technologies of control, regulation and bureaucratization of school practices and also with the policies of evaluation, comparison and ranking of schools, classes, students and teachers; the emptying of the importance and centrality of knowledge in the curriculum and teaching by focusing on training practical, cognitive and socioemotional skills that are measurable for the development of the competent and adaptable subject to the changes brought about by the growing neoliberalism and the extinction of social policies to reduce the socioeconomic inequality. It is concluded that these curricular policies have little or no capacity to contribute to improving the quality of education. This is because they are betting on a curriculum model that does not help in tackling inequalities in access to knowledge and in the struggle for the democratization of teaching and the public school. In addition, these policies demobilize teachers by imposing, without debate, changes not only in the curriculum, but in management, assessment, training, which are and need to be reinterpreted by the subjects, so that they become the target of resistance and future obsolescence, because it is concluded that they do not represent instruments for qualitative changes in the teaching and learning process and are just another instrument to blame teacher and student for school failure.