Aplicação da BNCC em escolas de diferentes padrões sociais

Abstract

Due to the impasses that have arisen since the homologation and implementation of the National Common Curricular Base, the present work aimed to understand this document and analyze its application in public and private schools, taking into account the specificities of each school and the entire history of fragmentation of educational policies in the country. In order to obtain results that are in line with reality, the qualitative research method and the autoethnografy method were used. From the data collection, it was possible to analyze how the BNCC is being implemented in schools of different social standards, such as federal institutes, public schools in the central neighborhood, public schools in peripheral neighborhoods, private schools of lower and middle class and private schools upper middle class and upper class. This research has an enlightening role on the question of the different faces that are present in basic education. Faced with the high levels of inequality in Brazil, the idea of superiority of private schools is an agenda discussed at work, since only a portion of the population has access to them. The BNCC came to reinforce that Brazil has a Common Curriculum Base, required in Art. 210 of the 1988 Constitution, in an attempt to reduce social inequalities, although the criticism surrounding the document says that it comes precisely to do the opposite of that.