Base nacional comum curricular na Amazônia amapaense: (im)possibilidades e desafios na concepção de professores de Laranjal do Jari

Abstract

This research focused on the theme of curriculum policies. The Brazilian National Common Curricular Base (BNCC) was investigated in the conception of teachers from the early years of Elementary Education, in the municipality of Laranjal do Jari, located in the state of Amapá. As a general objective, it was analyzed how teachers in Laranjal do Jari (AP) understand the reflexes of the implementation of the BNCC regarding the educational process in that municipality. With the specific objectives, the intention was: 1) to understand the BNCC as a base document on the field of disputes over education projects placed socially; 2) to discuss the contradictions concerning the construction of a National Common Curriculum Base in view of the cultural, social and economic diversity of the Amapaense Amazon region, specifically in the context of Laranjal do Jari; 3) to analyze the implications of the BNCC for pedagogical activities, from the perspective of the teachers in Laranjal do Jari. As a research method, Dialectical and Historical Materialism was used, since this approach understands that curriculum policies are not carried out in an isolated and neutral way, but that they tension in a field of disputes for an education project, of society, privileging some knowledge and subordinating others. This study is constituted as a field research, with a qualitative approach, whose data were obtained through semi-structured interviews with Elementary School teachers in the municipality of Laranjal do Jari. A qualitative analysis of the data was carried out, in which we made inferences, subsidized by the epistemological base anchored mainly in Freire (2000), Contreras (2002), Apple (1999), Silva (2019), Arroyo (2013), Sacristán (2017) and Moreira and Candau (2008). In this sense, the discussion questioned the BNCC as a hegemonic curricular policy, which ignores the knowledge of the Amapaense Amazon - a diverse region with unique and social processes in northern Brazil. The BNCC brings to the education of the Amapaense Amazon region limitations that can be seen since the planning made by teachers regarding the competences and skills that must be developed, the autonomy and creativity, as well as the necessary training of the Laranjal do Jari community, facing their real needs. The results indicate that teachers do not perceive very clearly the hegemony present in the base document, showing concern when it comes to the responsibilities imposed by the BNCC plan, considering that the schools in which they work do not have structural conditions to carry out intrinsic technological knowledge in competence of digital culture. They also demonstrate that the implementation of the base document will intensify pedagogical activities, bringing greater accountability and precariousness to teachers concerning the effective conditions of schools in view of the competencies proposed by the BNCC, and their alignment with external evaluations. Thus, we indicate the need for new studies on the BNCC that are critical and resistant - which endorse the continuous and collective struggle for a more inclusive curriculum that creates relationships of belonging, considering the knowledge of the Amapaense Amazon region and the people of the municipality of Laranjal do Jari.