Uma análise da concepção de conhecimento nas reformas curriculares a partir da BNCC (2017): aprofundamento do projeto de educação dos anos de 1990

Abstract

We consider the tensions and disputes surrounding policies for Basic Education and the reforms undertaken in curricular frameworks following the approval of the National Common Curricular Base (BNCC, 2017) and Resolution CNE/CP No. 2, of December 22, 2017, in municipalities that have Municipal Education Systems. Within this context, we analyze the conception of knowledge presented by the curricular reforms of the Municipal Education Systems of Paraná, taking the municipality of São José dos Pinhais as a case study. As a selection criterion, we adopted curricular documents that explicitly identify a pedagogical trend as the guiding principle of the curriculum. Thus, through documentary research, we analyzed the Curricular Framework of São José dos Pinhais-PR (2020), as well as the National Common Curricular Base (BNCC, 2017) and Resolution CNE/CP No. 2/2017. Based on indications of a deepening of the curricular perspective of the 1990s and the changes proposed by the BNCC, we formulated the following research questions: What conception of knowledge guides the education of students in the early years of Elementary Education, based on the curricular reform guided by the BNCC (2017)? What are the implications of this conception of knowledge for the curricular reforms implemented by municipalities that have a municipal education system and a curricular proposal, specifically the Curricular Framework of the Municipal Education System of São José dos Pinhais-PR? The general objective is to analyze the conception of knowledge underlying the curricular reform for the early years of Elementary Education within the context of the revival of a competency-based curriculum, based on the guidelines established by the BNCC (2017). The specific objectives are: a) to characterize the configuration of the Brazilian State within the context of the development of the BNCC and, in this context, the conception of knowledge underlying curricular policy for Basic Education; b) to identify the conception of knowledge presented in the Curricular Framework of the Municipal Education System of São José dos Pinhais; and c) to analyze the conception of knowledge in the curricular proposal of the municipality of São José dos Pinhais, Paraná, in comparison with the curricular guidelines of the 1990s and the BNCC. This study is grounded in authors who discuss the relationship between the State, social policies and education, curriculum, and conceptions of knowledge, adopting a qualitative approach. In addition to documentary research, we conducted bibliographic research using databases such as the Digital Library of Theses and Dissertations, the CAPES Journal Portal, and SciELO. The results of this study demonstrate that the analyzed document aligns itself with the curricular structure of the BNCC, reproducing its standardized and fragmented format, while also deepening the perspectives of the curricular reforms of the 1990s by updating them according to new perspectives and responding to the goal of “educating individuals for the twenty-first century”. Accordingly, it presents a conception of knowledge characterized by a practical instrumental dimension, combined with an emotional-value dimension.