O processo da construção dos Referenciais Curriculares Municipais em Ponta Grossa-PR: o contexto da produção do texto

Abstract

The development of curriculum policies in Brazil since the 1990s has been directly influenced by international organizations in their formulation process. Among them, the World Bank plays a prominent role as one of the main agents, alongside Public-Private Partnerships, which seek to align the Brazilian educational system with neoliberal principles. Concerning recent curriculum policy development, the National Common Core Curriculum (BNCC), homologated in 2017, stands out as a normative element for the construction of curriculum frameworks at the state and municipal levels. Therefore, the present doctoral thesis, entitled "The process of constructing Municipal Curriculum Frameworks in Ponta Grossa: the context of text production," aims to analyze the construction process of Curriculum Frameworks for the Initial Years of Elementary Education in the municipality of Ponta Grossa, Paraná. As an analytical framework, the policy cycle approach (BOWE; BALL; GOLD, 1992; BALL, 1994) was employed, specifically in relation to the context of the production of the framework's text. Authors such as Libâneo; Oliveira; Toschi (2012), Filgueiras (2003); Frigotto (1995); Laval (2003); Gentili (2002); Saviani (1999); Leher (1998) were crucial for the construction of this study. To achieve the proposed objective, an inductive method with a qualitative and field study approach was chosen. The field study utilized a semi-structured questionnaire as the instrument, distributed to nineteen research subjects who, at the time of formulating the municipal curriculum frameworks, worked as technicians in the Municipal Education Department and were responsible for its development. Content Analysis by Bardin (2011) was used for the analysis of the research subjects' discourses. The data collected through this analysis provided a profound understanding of this process, elucidating the factors and dynamics involved. The interference of public-private partnerships in driving this process was evident, revealing that the formulation of the Curriculum Frameworks was largely conducted independently by the involved technicians. The analysis also highlighted the significant absence of effective participation by school subjects in this process. This finding underscores a gap in participatory construction of educational policies, emphasizing the urgent need to promote greater inclusion and involvement of community school actors in decisions that directly impact the curriculum and, consequently, the teaching and learning process. Finally, an educational product in the form of an e-book was created, with theoretical foundations titled "Guidelines for the Elaboration of Curriculum Frameworks in the Education Systems.