“E eis que a BNCC é criada!”: o papel da gestão escolar para a implementação da base e no processo de (re)construção curricular

Abstract

This monograph appears as a Course Conclusion work, a requirement for a degree in Pedagogy.It is a space for discussion and analysis on the function of School Management in the implementation of the National Common Curriculum Base, especially in the midst of the pandemic caused by Covid-19.Thus, the general objective of this study is to reflect on the function of School Management in implementing the BNCC and its repercussions in this process of curriculum (re)construction.Regarding to the metodological approach of the research, it is presented as a literature review in which the methodological procedure was qualitative research, with the instrument for the data collection being a questionnaire aimed at those who the research intended to study: The educational management of the municipality of Bananeiras/PB and its role in the (re) construction of the curriculum based in the implementation of the base. The writing of this text is the product if the rescue of the construction process of the BNCC until its disclosure, of discussions about the adequacy of School curriculums to the competences according to the document, and of reflection on the implications and impacts of the type of education undertaken by the Base. Therefore, we used as theoretical references authors such as: José Carlos Libâneo, Carlos Rodrigues Brandrão, llma Passos, Alencastro Viega, Carlos Cipriano Luckesi, among others who helped us to understand the impacts of the implementation of the Common National Curriculum Base in the curricula of School Institutions, as well as if legal documents that regulate it. The achieved results were satisfactory, as they allowed us understand the importance of educational and school management in curricular restructuring, considering the needs of learning subjects. The achieved results were satisfactory, as they allowed us understand the importance of educational and school management in curricular restructuring, considering the needs of the learners. Based on the reflections made, we could understand that school managers have the role of providing conditions for the BNCC to reach schools, not as a curriculum, but as a normative document, as well as self-titled. In Bananeiras/PB, we notice that the contact of professionals in education with the Base has been taking place gradually, much more punctually than structurally, mainly due to the pandemic context in which we are all still inserted. We also conclude that the BNCC appears as a contradictory and excluding proposal the needs to be discussed by all education professionals. Let us continue, therefore, resisting, with intelligence and maturity, beyond criticism, since our lucidity, as a professional in education, independent of BNCC dictates, they must endorse teaching autonomy and the path that leads us to free and quality public education.