Curriculum: lessons from the past in BNCC times
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Roteiro (Joaçaba. Online) |
Texto Completo: | https://periodicos.unoesc.edu.br/roteiro/article/view/24187 |
Resumo: | This article focuses on a research carried out in 2012 on the implementation of a curricular proposal called Curricular Propositions, in Belo Horizonte municipal schools and has a double objective. The first one is to understand the factors that led to the proposal of a new curriculum, as well as its elaboration process and its implementation in schools. The other objective is to enable a reflection on the National Curriculum Common Core (Base Nacional Comum Curricular – BNCC), based on this past experience. The research approach was an ethnographic case study in which participant observation was used, as well as documentary analysis and semi-structured interviews as data collection instruments, which were analyzed using content analysis resources. The investigation was carried out in a school where the practices of teachers and the management group were observed and teachers of the literacy cycle were interviewed. Based on the policy cycle approach formulated by Ball and collaborators, the work shows the contexts in which this curriculum policy emerged and developed, with emphasis on the practical realization of the curriculum. It also analyzes the tensions and forms of control in the process of recontextualizing the written curriculum in everyday school life. Finally, it points out the lessons that can be drawn from this experience to think about the BNCC, indicating problems that a national curriculum and the concepts that underlie it can bring to teaching practice and the students life. |
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Curriculum: lessons from the past in BNCC timesCurrículo: lecciones del pasado en tiempos de BNCCCurrículo: lições do passado em tempos de BNCCCurrículo prescritoCurrículo em açãoAbordagem do ciclo de políticasImplementação de currículosCurrículum prescritoCurrículum en acciónEnfoque del ciclo de políticasImplementación curricularPrescribed curriculumCurriculum in actionPolicy cycle approachCurriculum implementationThis article focuses on a research carried out in 2012 on the implementation of a curricular proposal called Curricular Propositions, in Belo Horizonte municipal schools and has a double objective. The first one is to understand the factors that led to the proposal of a new curriculum, as well as its elaboration process and its implementation in schools. The other objective is to enable a reflection on the National Curriculum Common Core (Base Nacional Comum Curricular – BNCC), based on this past experience. The research approach was an ethnographic case study in which participant observation was used, as well as documentary analysis and semi-structured interviews as data collection instruments, which were analyzed using content analysis resources. The investigation was carried out in a school where the practices of teachers and the management group were observed and teachers of the literacy cycle were interviewed. Based on the policy cycle approach formulated by Ball and collaborators, the work shows the contexts in which this curriculum policy emerged and developed, with emphasis on the practical realization of the curriculum. It also analyzes the tensions and forms of control in the process of recontextualizing the written curriculum in everyday school life. Finally, it points out the lessons that can be drawn from this experience to think about the BNCC, indicating problems that a national curriculum and the concepts that underlie it can bring to teaching practice and the students life.Este artículo presenta y discute una investigación realizada en 2012 sobre la implementación de una propuesta curricular, llamada Propuestas Curriculares, en la red municipal de Belo Horizonte y tiene un doble objetivo. El primero es comprender los factores que llevaron a la propuesta de un nuevo plan de estudios, así como su proceso de elaboración y su implementación en las escuelas. El otro objetivo es permitir una reflexión sobre la Base Curricular Común Nacional (BNCC), basada en esta experiencia pasada. La investigación consistió en un estudio de caso etnográfico, en el que se utilizó la observación participante, así como análisis de documentos y entrevistas semiestructuradas como instrumentos de recopilación de datos, que se analizaron con recursos de análisis de contenido. La investigación se llevó a cabo en una escuela donde se observaron las prácticas de los maestros, el grupo de gestión y se entrevistó a los maestros del ciclo de alfabetización. Basado en el ciclo de políticas de Ball y sus colaboradores, el trabajo muestra los contextos en los que surgió y se desarrolló esta política curricular, con énfasis en la realización práctica del plan de estudios. También analiza las tensiones y las formas de control en el proceso de recontextualización del currículo escrito en la vida escolar cotidiana. Finalmente, señala las lecciones que se pueden extraer de esta experiencia para pensar sobre BNCC, indicando los problemas que un curriculum nacional y sus conceptos subyacentes pueden aportar a la práctica docente y a la capacitación de los estudiantes. Este artigo apresenta e discute uma pesquisa realizada em 2012 sobre a implementação de uma proposta curricular denominada Proposições Curriculares, na rede municipal de Belo Horizonte, e tem um duplo objetivo. O primeiro deles é compreender os fatores que levaram à proposta de um novo currículo, bem como a seu processo de elaboração e à sua implementação nas escolas. O outro objetivo é possibilitar uma reflexão sobre a Base Nacional Comum Curricular (BNCC) a partir dessa experiência do passado. A pesquisa se constituiu em um estudo de caso do tipo etnográfico, em que foi utilizada a observação participante, também a análise documental e a entrevista semiestruturada como instrumentos de coleta de dados que foram analisados com recursos da análise de conteúdo. A investigação foi realizada em uma escola na qual foram observadas as práticas das docentes e do grupo gestor, com entrevistas às professoras do ciclo de alfabetização. Baseando-se no ciclo de políticas de Ball e colaboradores, o trabalho mostra os contextos em que essa política curricular emergiu e se desenvolveu, com destaque para a realização prática do currículo. Analisa ainda as tensões e as formas de controle no processo de recontextualização do currículo escrito no cotidiano escolar. Finalmente, aponta as lições que podem ser tiradas dessa experiência para se pensar a BNCC, indicando problemas que um currículo nacional e as concepções que o fundamentam podem trazer para a prática docente e para a formação dos estudantes.Universidade do Oeste de Santa Catarina2020-09-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2418710.18593/r.v46i.24187Roteiro; Vol. 46 (2021): Roteiro; e24187Roteiro; Vol. 46 (2021): Roteiro; e24187Roteiro; Vol. 46 (2021): Roteiro; e24187Roteiro; v. 46 (2021): Roteiro; e24187Roteiro; Vol. 46 (2021): Roteiro; e241872177-60590104-431110.18593/r.v46ireponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/24187/15758https://periodicos.unoesc.edu.br/roteiro/article/view/24187/15759Copyright (c) 2020 Luciola Santos, LEANDRA MARTINS DE OLIVEIRAhttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessSantos, Luciola LicinioOliveira, Leandra de2022-08-16T12:20:52Zoai:ojs.periodicos.unoesc.edu.br:article/24187Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2022-08-16T12:20:52Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false |
dc.title.none.fl_str_mv |
Curriculum: lessons from the past in BNCC times Currículo: lecciones del pasado en tiempos de BNCC Currículo: lições do passado em tempos de BNCC |
title |
Curriculum: lessons from the past in BNCC times |
spellingShingle |
Curriculum: lessons from the past in BNCC times Santos, Luciola Licinio Currículo prescrito Currículo em ação Abordagem do ciclo de políticas Implementação de currículos Currículum prescrito Currículum en acción Enfoque del ciclo de políticas Implementación curricular Prescribed curriculum Curriculum in action Policy cycle approach Curriculum implementation |
title_short |
Curriculum: lessons from the past in BNCC times |
title_full |
Curriculum: lessons from the past in BNCC times |
title_fullStr |
Curriculum: lessons from the past in BNCC times |
title_full_unstemmed |
Curriculum: lessons from the past in BNCC times |
title_sort |
Curriculum: lessons from the past in BNCC times |
author |
Santos, Luciola Licinio |
author_facet |
Santos, Luciola Licinio Oliveira, Leandra de |
author_role |
author |
author2 |
Oliveira, Leandra de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Luciola Licinio Oliveira, Leandra de |
dc.subject.por.fl_str_mv |
Currículo prescrito Currículo em ação Abordagem do ciclo de políticas Implementação de currículos Currículum prescrito Currículum en acción Enfoque del ciclo de políticas Implementación curricular Prescribed curriculum Curriculum in action Policy cycle approach Curriculum implementation |
topic |
Currículo prescrito Currículo em ação Abordagem do ciclo de políticas Implementação de currículos Currículum prescrito Currículum en acción Enfoque del ciclo de políticas Implementación curricular Prescribed curriculum Curriculum in action Policy cycle approach Curriculum implementation |
description |
This article focuses on a research carried out in 2012 on the implementation of a curricular proposal called Curricular Propositions, in Belo Horizonte municipal schools and has a double objective. The first one is to understand the factors that led to the proposal of a new curriculum, as well as its elaboration process and its implementation in schools. The other objective is to enable a reflection on the National Curriculum Common Core (Base Nacional Comum Curricular – BNCC), based on this past experience. The research approach was an ethnographic case study in which participant observation was used, as well as documentary analysis and semi-structured interviews as data collection instruments, which were analyzed using content analysis resources. The investigation was carried out in a school where the practices of teachers and the management group were observed and teachers of the literacy cycle were interviewed. Based on the policy cycle approach formulated by Ball and collaborators, the work shows the contexts in which this curriculum policy emerged and developed, with emphasis on the practical realization of the curriculum. It also analyzes the tensions and forms of control in the process of recontextualizing the written curriculum in everyday school life. Finally, it points out the lessons that can be drawn from this experience to think about the BNCC, indicating problems that a national curriculum and the concepts that underlie it can bring to teaching practice and the students life. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-28 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unoesc.edu.br/roteiro/article/view/24187 10.18593/r.v46i.24187 |
url |
https://periodicos.unoesc.edu.br/roteiro/article/view/24187 |
identifier_str_mv |
10.18593/r.v46i.24187 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unoesc.edu.br/roteiro/article/view/24187/15758 https://periodicos.unoesc.edu.br/roteiro/article/view/24187/15759 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Luciola Santos, LEANDRA MARTINS DE OLIVEIRA https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Luciola Santos, LEANDRA MARTINS DE OLIVEIRA https://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
dc.source.none.fl_str_mv |
Roteiro; Vol. 46 (2021): Roteiro; e24187 Roteiro; Vol. 46 (2021): Roteiro; e24187 Roteiro; Vol. 46 (2021): Roteiro; e24187 Roteiro; v. 46 (2021): Roteiro; e24187 Roteiro; Vol. 46 (2021): Roteiro; e24187 2177-6059 0104-4311 10.18593/r.v46i reponame:Roteiro (Joaçaba. Online) instname:Universidade do Oeste de Santa Catarina (UNOESC) instacron:UNOESC |
instname_str |
Universidade do Oeste de Santa Catarina (UNOESC) |
instacron_str |
UNOESC |
institution |
UNOESC |
reponame_str |
Roteiro (Joaçaba. Online) |
collection |
Roteiro (Joaçaba. Online) |
repository.name.fl_str_mv |
Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC) |
repository.mail.fl_str_mv |
roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br |
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1800220531656491008 |