Base Nacional Comum Curricular e os cotidianos: as disputas em torno de currículos, comum e docência

Abstract

This paper aims to problematize the assumptions of curriculum, teaching and common advocated by the Common National Curriculum Base (BNCC). Given the new normative, this research began to question what is curriculum for teachers of basic education and what are the implications of the meaning we give to it in the teaching and production of knowledge with our students. The research follows the political-theoretical and methodological approach of research with everyday life, with which we seek to think of the curriculum as a space-time of creation and not only a place of reproduction. As a methodological instrument we use conversations with teachers from a public school in the city of Maricá. As theoretical references, we seek to dialogue with: Alves (2001, 2008, 2010) with the practices-theories and in the methodological issues of everyday life; Oliveira (2008, 2012, 2013) with the policies-practices and the curriculum as everyday creation; Gonçalves, Rodrigues and Garcia (2018) in the conversations as a research methodology; Macedo (2014, 2019) to broaden the visibility of the antagonisms present in the normative educational policies; Ferraço (2017) with the possibilities of resistance to the mechanisms of control through everyday political-practices; Santos (2002) on the sociology of absences, to problematize the production of knowledge and Certeau (1994), regarding the "arts of doing" and the notions of uses and tactics. The work developed enabled a dialogue with the everyday life, as spaces and times of creation, which the current policy of curriculum centralization does not consider and reflections about the hegemonic vision of curriculum, common and teaching defended by the Base. Making visible what we produce in schools, perceiving curricula as unique productions.