Da aparência à essência, da passividade à resistência, as visões da Base Nacional Comum Curricular em uma Escola do Campo no município de Piratini/RS

Abstract

In this research thesis the aim is to understand the changes and adjustments that occur in the pedagogical work organization of elementary school teachers after the BNCC starting. The research was based on the theoretical epistemological framework of dialectical historical materialism, as of participatory research, since it is understood that knowledge construction is a two-way direction, both for the researcher and for the teaching staff who are inserted in this conjectural reality. The research was taken in the municipality of Piratini/RS, and the investigation locus was the Municipal School of Early Childhood Education and Elementary Education Dr. Vieira da Cunha, located in the rural area, in the 5th district, that adds communities of settlers, quilombolas and small farmers. In field research, documents produced by the Municipal Department of Education of Piratini that recorded the BNCC implementation process in the municipality were analyzed, and interviews were conducted with teachers from the selected school. It is concluded that the Base, with fast production and implementation, had a significant impact on educational institutions organization, since it is mandatory. The Base’s neoliberal project fulfills the role of maintaining the hegemonic status quo of perpetuating capitalist interests, in the precariousness and alienation of work developed in schools and in the classroom; it creates mechanisms to control teaching actions, de-intellectualize and standardize teaching and learning