The consonance as a premise in the relationship between BNCC and curriculums
The present text addresses the functions of the BNCC (National Common Curricular Base) concerning educational systems in curriculum production, considering the intergovernmental agreement. As a practical example, it highlights the curriculum of São Paulo and emphasizes the shared concern among these...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repository: | Revista Política e gestão educacional |
| Language: | Portuguese English |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18129 |
| Online Access: | https://periodicos.fclar.unesp.br/rpge/article/view/18129 |
| Access Level: | Open access |
| Keyword: | Curriculum BNCC Consonance São Paulo curriculum Autonomy Currículo Consonancia Currículum paulista Autonomía Consonância Currículo paulista Autonomia |
| Summary: | The present text addresses the functions of the BNCC (National Common Curricular Base) concerning educational systems in curriculum production, considering the intergovernmental agreement. As a practical example, it highlights the curriculum of São Paulo and emphasizes the shared concern among these guiding documents with contemporary demands. To comprehend this curricular harmonization, methodological instruments of morphology and discourse analysis were applied, following the Bakhtinian perspective on ideology, word, and context. Through this reflection, it became evident that curricula have a guided autonomy, allowing the creation of materials more suitable to local characteristics as long as they respect the general competencies of Basic Education and specific cognitive skills for each subject and grade. Thus, in this article, the harmonization relationship proposed by the BNCC, aiming to support the development of new curricula and teaching materials, has been termed "orbital autonomy". |
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