A base nacional comum curricular no contexto da educação do campo : desencontros e contradições

Abstract

This research (previously) analyzed the context of the implementation of the National Curricular Common Base (BNCC) in the Field Education (EdoC), admitting hypothetically this is a conflictive coexistence. From this hypothesis, we choose our problem: What kind of influences the implantation of the National Curricular Common Base can trigger for the knowledge shared / studied in Field Education - those that represent the school culture of this educational specificity? The objective of the research was to identify the contradictions present in the BNCC's political intention to implant and to analyze the context of mismatches of the conceptions between both BNCC and EdoC. Because it is a qualitative research based on the Critical Theory, it is based on the dialectical method. The EdoC conception adopted is based on the dialectical movement of interpretation of the processes of formation of the human consciousness, naturally historical, and in the understanding of the class struggle. The methodological procedures consisted of: 1) elaboration of a profile for the Mato Grosso EdoC from the curricular matrices contained in the PPPs of 144 rural / rural schools through five criteria, which guided the analysis of the curricular disagreements of these schools with the conception of EdoC assumed by the research. The profile also served to identify proposals that associate education and work as a training principle, and 2) interviews recorded with representatives of the EdoC and BNCC, speeches that denoted opinions / conceptions about the (pre) existing relations between BNCC and EdoC, with greater emphasis on what could be revealed of the coexistence between them. The analyzes adopted categories of the dialectic method itself: work, ideology, alienation, emancipation and autonomy, which guided the search for mismatches and contradictions in the EdoC profile and in the interviews produced. The results showed that the curricular profile of the Mato Grosso EdoC has class constraints directed to the Institutionalized Education model, which brings it closer to the BNCC proposal to the very essence of the EdoC, and that the contradictions evidenced in the discourses attest to domination, institutional consensus, dominant ideology and class political position.