A implementação da base nacional comum curricular e as mudanças curriculares estaduais: o caso do PAEBES ALFA

Abstract

In this work, developed within the scope of the Professional Master's in Education Management and Evaluation, from the Centro de Políticas Públicas e Avaliação da Educação, at the Federal University of Juiz de Fora (CAEd / UFJF), we discuss the implementation process of the Common Curricular National Base (BNCC) and we present a study on the Basic Education Evaluation Program of Espírito Santo (PAEBES ALFA), reflecting on the challenges of the national curriculum restructuring for the basic education evaluation policy in the state of Espírito Santo (ES). Through the analysis of curricular documents and semi-structured interviews, we seek to answer the following question: “How are the curricular changes arising from the BNCC approval being implemented by the ES Education Secretariat and how these curricular changes can impact systemic evaluations of the Espírito Santo Basic Education Evaluation Program (PAEBES ALFA)?”. Based on this problem, we established the following objectives: i) to outline an overview of the current public policy - National Common Curricular Base (BNCC); ii) carry out an analytical and comparative study between the BNCC, the curriculum of the Espírito Santo education network and the reference matrices of the initial years of fundamental education (1st,2nd and 3rd years) of Portuguese language (reading) and Mathematics of PAEBES-ALFA; and iii) present an Educational Action Plan (PAE) aimed at proposing the reference matrices of PAEBES ALFA for the Portuguese Language (reading) and Mathematics components, in alignment with the BNCC and the state curriculum, seeking to present contributions that may enrich the debate on curricular restructuring, in addition to proposing pedagogical actions aimed at professional improvement on current curriculum documents for educators in the Espírito Santo teaching network. The study revealed that although the state has moved positively towards readjusting its curricular proposal and aligning teaching in favor of the implementation of the national curriculum base, there is a need for constant review of curricular documents and the promotion of pedagogical actions aimed at teachers continuing education, in order to enable significant advances in the appropriation and understanding of curricular policies in favor of quality public education for all.