Curriculum: lessons from the past in BNCC times

Detalhes bibliográficos
Autor(a) principal: Santos, Luciola Licinio
Data de Publicação: 2020
Outros Autores: Oliveira, Leandra de
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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spelling 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)
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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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