BNCC AND SCHOOL HISTORY: CHANGES AND CONTINUITIES IN THE CURRICULAR STRUCTURE IN THE FINAL YEARS OF ELEMENTARY EDUCATION (2015-2021)

CHANGES AND CONTINUITIES IN THE CURRICULAR STRUCTURE IN THE FINAL YEARS OF ELEMENTARY EDUCATION (2015-2021)

Abstract

This research aims to investigate the Common National Curriculum Base Document (BNCC) in the final years of elementary education in relation to school history, approved in 2017. The reform that will be promoted by the BNCC in the states is still a reflection of previous educational policies , therefore, education has assumed an increasingly symbolic space in society which, consequently, when it comes to the curriculum has been formed by divergent narratives, which made the elaboration of the BNCC a conflicting process in the definition of its contents. This fact is in line with what Goodson puts us as “the act of selecting is not natural”. Thus, within a social dimension, we aim to reflect on its prescription and its implementation process, starting from an analysis of the Reference Curriculum Document of Ceará (DCRC), which will be deepened with a field research carried out with teachers in the municipality of Mucambo. With that, we will bring its changes, as well as its continuities, deconstructing the idea that a curriculum only serves as guidelines. In fact, he founds and operates the practice of teaching. For that, it is necessary to approach the political context in which the construction of the document was inserted: Political instability, impeachment and a new presidential term, which we believe had an impact on the final product of the BNCC. In light of other educational documents, as well as forms and theoretical framework, we will feed this research, in order to contribute with new reflections.