Coordenadoras pedagógicas e a Base Nacional Comum Curricular na rede municipal de Juiz de Fora: sobre o processo de atuação no contexto da prática

Abstract

This study addresses the trajectory of the Base Nacional Comum Curricular (National Common Curricular Base - BNCC) in the Municipal Education Network of Juiz de Fora. The aim was to understand how pedagogical coordinators of Elementary Education, within the Municipal Network, have been working with the BNCC in the context of practice. To this end, a qualitative methodological path was followed. A documentary research was conducted, in which the main documents produced by the Ministry of Education (MEC), as well as those developed by the Municipality of Juiz de Fora regarding the municipal curricular frameworks, were analyzed. Seventy-six pedagogical coordinators participated in the research and, by responding to a questionnaire, enabled the construction of an overview of the investigated policy in the municipality. In order to understand how the policy has been interpreted and conducted by the municipal administration, an interview was carried out with a staff member of the Department of Education. Seeking to deepen the understanding of the implementation of the curricular policy in schools, seven pedagogical coordinators were interviewed based on their questionnaire responses. The definitions assumed in this research are grounded in the studies of Certeau (1998), Lopes (2004, 2006, 2015), Gabriel (2015), Macedo (2017, 2018, 2019), Lopes and Macedo (2011), Silva (2002), and Goodson (1997, 2007), who conceive curriculum as a document that goes beyond the mere prescription of contents to be covered in schools at the end of a given period, considering the disputes and selections involved in its elaboration processes. For the analysis of the policy trajectory, the policy cycle approach by Stephen Ball and collaborators (1992, 1994) was adopted. To understand the process of policy enactment, the theory of enactment developed by Ball, Braun, and Maguire (2012, 2016) was employed. In addition, MEC’s guiding documents for the enactment of the policy were also considered. The analyses revealed that, in the Municipal Education Network of Juiz de Fora, a municipal curricular document was developed, along with the revision of the schools’ PoliticalPedagogical Projects. Regarding materials aligned with the BNCC, it was observed that no new materials were produced based on the BNCC; however, textbooks play an important role as a means through which the policy reaches classrooms. Concerning training for the new curricula, this emerged as the main point of concern, since it was initiated immediately after the publication of the Municipal Curricular Framework but was later interrupted. Based on the statements of the interviewed pedagogical coordinators, it was found that there is satisfaction in having a curricular framework guiding pedagogical work. However, criticisms and dissatisfaction were also identified, mainly related to the centralization of the BNCC elaboration process, which was perceived as undemocratic, as well as the absence of training policies for the new curricula. Furthermore, issues such as precarious working conditions and work overload were highlighted in the coordinators’ accounts as factors directly affecting their practices and their engagement with public policies.