Saberes e expectativas de professores de Língua Portuguesa do ensino fundamental dos anos finais acerca da Base Nacional Comum Curricular.

Abstract

Currently, in the Brazilian educational scenario, imposing changes in the curriculum have provoked discussions about teaching, especially about the teacher's performance, considering that pedagogical planning and teaching practice tend to be conditioned to the theoretical- methodological conceptions of the Common National Curricular Base. (BNCC). Thus, considering the importance of the teacher in curricular reformulation, this research aims to analyze the knowledge and expectations of teachers of the Ouricuri / PE Municipal Education Network about the general postulates of the BNCC and the curricular guidelines of the Portuguese Language component imposed by the document. To reach the goal set, this research is characterized as qualitative and exploratory, because the object of analysis of this study is knowledge and expectations of teachers. For this, we used as investigative procedure for data collection the semi-structured interview. We support the contributions of Lopes (2018; 2019), Lopes and Macedo (2011), Moreira and Candau (2007; 2008) and Silva (2017) who discuss the curricular conceptions and the homogeneous and centralizing character of BNCC. This research also dialogues with the assumptions of Girotto (2018), Giroux (1997), Hypolito (2019), Marchelli (2014), Moreira; Silva (1994) who reflect on the formulation of curricula from the BNCC under a perspective of changes in curriculum policies in the Brazilian educational system. In addition, the study brings the weightings of Geraldi (2015), Lopes (2018), Macedo (2019), among others. From this study, we found that even the policy of BNCC presenting itself as impacting in teaching and pedagogical practice there are still many gaps to be filled, among them the look of public policies with teachers, considering that these professionals are foreign to the postulates of the BNCC due to the lack of training and discussion. In the study carried out, most of the collaborating teachers stated that they do not know properly what the norms for Portuguese Language Teaching want, but they hope that the document will help to overcome the students' difficulties by emphasizing textuality, despite not knowing their guidelines. Therefore, it is possible to conclude that the knowledge and expectations of BNCC postulates by teachers are silent, confusing and conflicting, causing them concerns regarding the compulsory curricular reality.