A implementação da BNCC : labirintos das dinâmicas e processos em duas escolas em Aripuanã/MT

Abstract

The inquiries and concerns regarding the implementation, within the school space, of the National Common Curricular Base for Elementary Education (BNCC) approved in 2017, are guiding threads for the construction of this research. Within this scenario, the research had the purpose of reflecting on the BNCC, as well as looking back on its implementation within the Professor Elidio Murcelli Filho State School and the Professor Jari Edgar Zambiasi Municipal School, both located in the municipality of Aripuanã – MT. The development of this presented as a goal to establish a dialogue between practical actions of daily school life (considering its unpredictability) and the concretization that guides the implementation of BNCC in the schools observed, since, despite being approved and in the process of being effective, the base is still it finds resistance and its viability is questioned by education professionals, as was seen in our experience in the management and teaching of Basic Education of the State-dual and Municipal Education Network of Aripuanã – MT. The questions permeated the following biases: How was this reform implemented within the school? What contradictions were observed between school life and the implementation of BNCC? What was the perception of students and parents about the implementation of the base? What strategies have schools taken to implement the base? In this context, this research aimed to understand the dynamics, complexities and appropriations of schools in the implementation of BNCC. The research presented the qualitative approach as a horizon, in addition to points articulated from readings and bibliographic review and data collected through participant observation. In addition, the research subjects were teachers, managers, parents and students. The labyrinthine route taken demonstrates that it is still under construction, as the inquiries and instigations about the processes and dynamics in times of implementation of the BNCC in the school space somehow did not materialize. The understandings lead to a slow dynamic that, due to lack of knowledge, dialogues, training and material and pedagogical conditions, lead to the perception that the implementation is legally and documented (BY LAW), but in everyday school life the first steps in this direction (FACT). During this journey, it was observed that educational policies bring knowledge structured in absolute and necessary truths for learners.