Os referenciais curriculares estaduais para educação infantil e ensino fundamental alinhados à BNCC: uma análise de conteúdo por meio de modelagem de tópicos

Abstract

The curriculum is a subject of major disputes and debates and can be understood as what students should learn during their school years. Article 210 of the Federal Constitution (1988) already addressed the need to “establish minimum content for primary education”. At the end of 2017, the National Common Curriculum Base was approved aiming to meet this demand, however this approval came amid disagreements regarding the content, form and need for a national curriculum document. During 2018 and 2019, the states and the Federal District built and approved their respective curricular references for Early Childhood Education and Primary Education aligned with the BNCC, which should include the contents and learning rights contained in the BNCC, but should also include specificities and local needs in the so-called diversified part of the curricula. In this study, using the Latent Dirichlet Allocation (LDA) technique, a content analysis of the 27 state documentos and the BNCC was carried out to identify the most relevant topics in each material. It was possible to observe that there are small differences in topics between the documents, however, in general terms they are not very different from each other and the typical regional characteristics of the states do not appear as a relevant topic in any document, which can partially be explained by the phenomenon of mimetic isomorphism, considering the discussions and scenario of uncertainty during the construction of the curricula. As stated in CNE/CP resolution nº 2 of 2017, the BNCC and state documents may undergo a review process from 2024 onwards, thus there is an opportunity for educational state leaders to make improvements and give greater emphasis on the diversified part of their federative entities’ curricula.