TRAJECTORY OF BRAZILIAN EDUCATIONAL PUBLIC POLICIES TO THE BNCC AND THE PERSPECTIVE OF THE PEDAGOGICAL COORDINATION ON THEIR CREATION

Abstract

This article aims to discuss the trajectory of Brazilian educational public policies to the National Common Curricular Base and the vision of the Pedagogical Coordination of the state schools of Viçosa/MG about its creation. Seeking to understand the vision of the Pedagogical Coordination of the state schools of Viçosa/MG about the creation of this document, a research was carried out whose methodological proposal is of a qualitative nature and the data were produced from lectures and semi-structured interviews. After this step, they were categorized, based on the description of the transcripts and transcription of the dialogues, and analyzed through triangulation with the theoretical framework and the Policy Cycle analysis methodology. The analysis points out that education professionals received news about the creation of the BNCC, through notices from the teaching superintendence, advertisements and the education secretary. It also points out that the document was already expected by coordinators and teachers, who do not see the BNCC in a negative way, being a counterpoint to the criticisms made by a researcher in the area. The data also indicate that the participation of basic education professionals was not effective, in addition to which, the elaboration and implementation of such an important public policy were quickly understood, which we consider negative.