BNCC and Curriculum Paulista: the curricular construction and the New Secondary Education in basic schools in São Paulo

Author(s)

Anike Araujo Arnaud

• Document type: Doctoral Thesis
• Press: São Paulo.
• Institution: Universidade de São Paulo (USP). Instituto de Física (IF/SBI)
• Defense date: 2023-07-28

Examining board members

Carmen Fernandez; Claudia Valentina Assumpção Galian; Maria Inês de Freitas Petrucci dos Santos Rosa; Fernando Luiz Cássio Silva

• Advisor: Carmen Fernandez

Abstract

Since 2018, two national reforms have been modifying the structure of basic education and guiding national educational policies. The first reform, curriculum-related, was the approval of the Common National Curriculum Base (BNCC - Base Nacional Comum Curricular), while the second one alters the structure of the final stage of basic education and defines how the New High School (Novo Ensino Médio) will be. Both policies require changes to various aspects of education, such as the restructuring of state-level curricula, especially the São Paulo State Curriculum, which is the focus of this research. In this context, this investigation was conducted to understand what we observe when following teachers from São Paulo\'s basic schools who are experiencing curriculum development in an official educational transition and to explore teachers\' perceptions of the actions taken by the São Paulo State Department of Education to implement both the São Paulo State Curriculum and the New High School in two São Paulo schools. In our quest for answers, we drew on the curricular proposals of Sacristán and Pacheco, which describe a curriculum approach as a developing process. Methodologically, we were guided by the interpretative research paradigm and Phenomenology. We conducted interviews, attended meetings, and observed Chemistry classes in a school within the Comprehensive Education Program and a regular school in São Paulo over a period of five years. We used the assumptions of Discursive Textual Analysis to discuss two observed phenomena: curriculum development in schools and the actions of the São Paulo State Department of Education to implement the New High School. The first analysis, focusing on curriculum development, allowed us to understand teachers\' perceptions of the Official Curriculum, Presented Curriculum, School Curriculum, Modeled Curriculum, and Curriculum in Action. In the second analysis, regarding the management of the Department of Education, we identified 16 categories whose units of meaning help us understand actions for the implementation of the New High School, Continuing Education, and the State of São Paulo\'s Education Media Center. As an outcome of the analysis, we produced metatexts highlighting the mechanisms through which the São Paulo State Department of Education has been implementing the São Paulo State Curriculum in basic education network schools; the centrality of assessment in curriculum development, and the production of inequality resulting from the management of the Department of Education. In conclusion, we reflect on some important aspects associated with the implementation of the New High School in the State of São Paulo and curriculum development in schools, such as the centralization of assessment in the curriculum development process, the loss of the school\'s social function specificity, the increase in teachers\' workload, and the rise in educational inequalities within the São Paulo network. (AU)

• FAPESP's process: 19/15461-0 - National curricular common base: a case study about implementation in basic schools in the city of São Paulo focusing on redox content
• Grantee: Anike Araujo Arnaud
• Support Opportunities: Scholarships in Brazil - Doctorate