Banca de QUALIFICAÇÃO: ELIANE ARAÚJO XAVIER DA COSTA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELIANE ARAÚJO XAVIER DA COSTA
DATA : 26/05/2022
HORA: 09:00
LOCAL: Sala do POSEDUC/FE
TÍTULO:

Bncc and teaching: senses and enactment in the context of one national curriculum policy

PALAVRAS-CHAVES:

Keywords: Public Policy; Curriculum; BNCC; Policy Cicle

PÁGINAS: 51
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Currículo
ESPECIALIDADE: Teoria Geral de Planejamento e Desenvolvimento Curricular
RESUMO:

ABSTRACT

 

 

The present dissertation has as a object of study the Base Nacional Comum Curricular (BNCC). The BNCC is a public policy whose official text is presented as a guiding document, which defines the organic and progressive set of essential learning that must be developed by students throughout the stages and modalities of Basic Education. Therefore, this research investigates how the BNCC's enactment process has taken place in public schools in the municipality of Mossoró/RN. This investigation seeks to analyze how the subjects attribute meanings to this policy, which discourses are produced  around the Base and the possible ramification , in the scope of the curriculum of the researched schools. In this perspective, this research has the following general objective: to understand the BNCC's performance process in public schools in the municipality of Mossoró/RN; and as specific objectives: to situate the BNCC as a curricular policy and the disputes around a common national curriculum, to analyze the meanings produced by the professors in the process of action of the BNCC and to verify how the process of action of the policy in question has been resignified in the Municipality from Mossoró/RN. In regard to the theoretical framework, use, as a theoretical-methodological perspective, the Policy Cycle approach by Stephen Ball and collaborators (1992), Braun, Maguire and Ball (2016), in dialogue with Lopes (2004; 2018) ), Macedo (2019), Frangella (2020; 2021), Mainardes (2006; 2011), Dias and Lopes (2009), Lopes and Macedo (2011), authors who study educational policies in order to understand how subjects/ actors interpret the context and re-signify the curriculum in their own context of enactment. This study consists of a research with a qualitative approach, as defined by Bogdan and Biklen (1994), whose data production comprises semi-structured interviews with teachers from the Municipal Education Network of Mossoró/RN. Research on the meanings attributed by teachers to the Base, in the school setting and how they resignify this policy, becomes relevant as the processes developed in the context of practice can foster reflections on the performance of subjects in curriculum policies and regarding the uniqueness of contexts. Furthermore, the research results will perhaps raise subsidies to the Municipal Department of Education - SME, so that it can rethink the production of a curriculum that considers the dynamics and specificities of the local context.

MEMBROS DA BANCA:
Presidente - 2473 - MEYRE ESTER BARBOSA DE OLIVEIRA
Interna - 4243 - MARCIA BETANIA DE OLIVEIRA
Externa à Instituição - VERÔNICA BORGES DE OLIVEIRA - UERJ