ETHNOCONSTITUTIVE THEORY OF THE CURRICULUM AND THE DEVELOPMENT OF THE “FRANCISCAN CURRICULUM STANDARDS” BY MUNICIPAL TEACHERS

Abstract

The article in question presents the process by which the Franciscan Curriculum Standards (RCF) were conceived and are being implemented by municipal teachers from São Francisco do Conde, Bahia, Brazil, in all the municipal initiatives of the State of Bahia, following the guidance from Base Nacional Comum Curricular (BNCC – National Common Curriculum Base) and from Documento Curricular  Referencial da Bahia (DCRB –Curriculum Standards Document of Bahia). The singularity of the referred conception and implementation of a municipal curriculum policy occurs via a broad mobilization of the teachers from the municipality and through the intercritical acceptance by these teachers of the Ethnoconstitutive Theory of the Curriculum (Citação suprimida), developed within the FORMACCE PPGE FACED-UFBA Research Group. The conceptual devices used, which fundamentally act in the whole process of configuration of the development of the RCF, are mainly guided by the conceptions of curriculum acts, curricular authorization, curricular conversations, intercritical curricular mediation and the cultural component of training, debated and resignified by the collective of municipal teachers. Moreover, three categories guided transversally the curriculum acts produced in the process of conception, development, and implementation of the referred Standards: curriculum policy, work, and teacher training.