A BNCC e o currículo das escolas do campo: a implementação em escolas em áreas de reforma agrária no município de Nina Rodrigues - MA

Abstract

This paper focuses on the implementation of the National Common Core Curriculum (BNCC) in relation to the curriculum experience in schools located in Agrarian Reform settlement areas in the municipality of Nina Rodrigues - MA. As these are schools that, in principle, need to develop curricula geared towards meeting the specific needs of rural education, this research set out to analyze the implementation of the BNCC in these schools as a normative document aimed at standardizing the curriculum. As for the specific objectives, these consist of analyzing contradictions and strategies in the two schools, the empirical field of this research, in the face of the curricular demands of the education system and the perceptions of educators and managers about the BNCC proposals, curriculum and continuing training for educators in rural schools; and identifying possibilities and challenges for building a rural education curriculum in the face of the implementation of the BNCC in schools located in agrarian reform areas. Thus, the empirical field of research were two elementary schools (6th to 9th grade) in the municipal education network of the municipality of Nina Rodrigues - MA: U.I. Maria Cantanhede Mata and U.I. Francisco Rodrigues da Silva. The sample included 23 educators/teachers and three managers. In methodological terms, this is a qualitative study as it aims to understand data from reality, with the support of bibliographic and documentary analysis, as well as collecting information from 26 informants through semi-structured interviews and focus groups. The data obtained during the research process was then analyzed

from Bardin's perspective, using content analysis. This research is based on a critical- dialectical approach because it considers reality, with all the complexity that constitutes it, as

a concrete totality, in this case, the socio-political-educational reality of the municipality of Nina Rodrigues. In the shifting space of this reality, the aim of this research is to overcome the mere phenomenal appearance in which it presents itself to arrive at the essence that is the researched reality itself (Kosik, 1976). In this theoretical-methodological context, this research adopts the historical-critical theory developed by Saviani (1985, 1991, 1997, 2014, 2016) as its epistemological presupposition, and relies on the support of authors articulated with this epistemic vision, such as: Dourado (2018), Sacristán (2013), Lopes (2015), Silva (2010), Apple (1982), Arroyo (2009, 2014, 2011), Caldart (2011), Frigotto (2012), Freitas (2018), among others. The research reveals that the rural education schools in the municipality under study are trying and succeeding in building curricular alternatives expressed in their PPPs, despite the imposing prescriptions of the BNCC, mediated by the Department of Education. In this scenario, contradictorily, there are positions between the two schools that differ in some respects, such as the closer adherence of one of them to those prescriptions. Thus, in view of the experiences within these schools, there is a prospect of implementing rural education in its original conception, although there are challenges to this construction.