The National Common Curriculum Base: impacts on the professional culture and the school framework

DOI: https://doi.org/10.24109/2176-6681.rbep.105.5795
Keywords: BNCC; educational policy; professional culture; school framework

Abstract

The National Common Curriculum Base (BNCC) in early childhood and primary education is certainly one of the most important innovations in Brazilian educational policy. Its motivation is associated with tackling chronic aspects of school inequality, through the delimitation of a set of skills and abilities capable of upholding the organization of curricula and curriculum policies aimed at valuing the centrality of students and their right to learning. This study intends to empirically analyze the impact of the BNCC on professional culture, in particular of teachers, as well as on school structuring. In this sense, it stems from a dialogue between the sociology of education and the literature specialized in public policy, exploring issues related to theories of resistance to change. The study mobilizes unprecedented research, carried out on a national scale, with 48,000 professionals and nearly 35,000 5th and 9th grade students from public schools. Despite data analysis pointing to a positive reception of the BNCC by education professionals, the students' response pattern suggests deeper levels of resistance, which refers to a trending inertial character of the school framework.

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Author Biographies

Marcelo Baumann Burgos , Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio). Rio de Janeiro, Rio de Janeiro, Brasil.

Doutor em Sociologia pelo Instituto Universitário de Pesquisas do Rio de Janeiro da Universidade Cândido Mendes (IUPERJ/UCAM). Rio de Janeiro, Rio de Janeiro, Brasil.

Caíque Cunha Bellato, Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Juiz de Fora, Minas Gerais, Brasil.

Doutor em Ciências Sociais pela Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio). Rio de Janeiro, Rio de Janeiro, Brasil.

Gianne Neves Oliveira, Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). Juiz de Fora, Minas Gerais, Brasil.

Doutora em Ciências Sociais pela Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio). Rio de Janeiro, Rio de Janeiro, Brasil.

Mariana Junqueira Camasmie, Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF).

Doutora em Ciências Sociais pela Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio). Rio de Janeiro, Rio de Janeiro, Brasil.

Published
04-04-2024
How to Cite
BAUMANN BURGOS , M.; CUNHA BELLATO, C.; NEVES OLIVEIRA, G.; JUNQUEIRA CAMASMIE, M. The National Common Curriculum Base: impacts on the professional culture and the school framework. Brazilian Journal of Pedagogical Studies , v. 105, n. 1, p. e5795, 4 Apr. 2024.
Issue
Vol 105 (2024)
Section
Estudos

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