BNCC E O currículo de história: Interpretações docentes no contexto da prática

Abstract

This article addresses the discussion about the Brazilian National Common Curricular Base (BNCC) and its attempt concerning the standardization of the curriculum for High School. An analysis of how History teachers interpret the implications of the BNCC for the History curriculum was proposed. The theoretical and methodological support was given by the policy cycle of Ball and Bowe (1998) in order to analyze different instances of the discourse production around the BNCC and the perceptions by the History teachers about the implications that the Base will bring to the curriculum of the subject, combining this analysis with argumentations based on post-structural readings for the discussion of the attempt of standardization and homogenization sought by BNCC. The work is organized in three points: in the first, the clashes and agreements in the context of influence that led to the writing of the BNCC are discussed; in the second point the BNCC and the production of meanings for the curriculum in the context of the production of text are analyzed, and finally the article with the analysis of the teachers' statements about the perspectives which these subjects have in relation to the implications that the Base will bring to the curriculum in the practice context.