A BNCC e seus desafios : o discurso dos professores sobre o processo de implementação das diretrizes na prática

Abstract

This work addresses the process of implementing proposals of the Base Nacional Comum Curricular (BNCC – Common Core National Curriculum) in classroom practices. The general aim of this study is to understand the difficulties implicated in implementing the BNCC guidelines for the teaching of Portuguese to the Later Years of Basic Education. The theoretical-methodological framework of the research is grounded on principles of the Discursive Semiotic theory, mostly on studies by Greimas (1974, 2014), Greimas and Courtés (2013), Barros (2011, 2014) and Fiorin (2012, 2014). In view of such theoretical-methodological references, we sustain the thesis that a change in the perspective of teaching shall happen when teachers understand the know-how needed to the can-do. In other words, it is essential to understand what must be done differently and how to make such changes operational. Discursive Semiotics underlies, thus, the whole research, for it is under the views of such theory that we conceive the problem-situation as a text that can be read, described and analyzed. The corpus of this work is made up of two objects of analysis: the BNCC and the discourse of 22 Portuguese teachers at the Later Years of Basic Education from 14 cities in Rio Grande do Sul. Firstly, we tried to understand the perspective on the teaching of Portuguese outlined by the BNCC and, next, we collected and analyzed the discourse of teachers from different cities through an electronic form to understand which difficulties they point out when it comes to implementing the BNCC guidelines in their teaching practices. As for methodological procedures, this is a field research of applied nature and qualitative approach. The analysis leads to understand that the perspective of Portuguese teaching expressed in the guidelines focuses onto the competent use of language in social practices, aimed at improving the competence in reading and textual production. Therefore, it is important that the learner knows how to use the language and its structures to act better in and about the world. The analysis of the teachers’ discourse showed significant discrepancy about knowing and applying the BNCC guidelines. While some teachers understand the BNCC proposals and try to apply them in classroom practices, others still lack knowledge of the norm postulates, which makes didactic transposition impracticable. Results also show that the greatest difficulties are related to the abilities, both with regard to applying them in class and assessing their usage. Furthermore, they have difficulties and lack confidence related to working methodologies with the objects of knowledge, which adds to the lack of time for studying and little understanding of the document. The study highlights the need of training intended to practical work in classroom as linked to the principles of the BNCC, so that the desired changes may become effective.