Desafios e perspectivas na implantação da BNCC no ensino fundamental de Geografia a partir da percepção dos professores da Rede Estadual em Aquidauana/MS

Abstract

Since the Federal Constitution of 1988, reinforced by the LDB in 1996, the Common National Curriculum Base (BNCC) was already mentioned such as education policy to be transplanted in Brazil. This way, after several years of discussion, it was approved in 2017, as a guiding document for Basic Education in public and private schools in Brazil, being implemented by the state education system of Mato Grosso do Sul in 2020. In this connection, this study deals with the analysis of the implementation of the BNCC and the Reference Curriculum of Mato Grosso Sul in the final years of elementary school, in the area of Geography, from the perception of teachers and the directors of state schools in Aquidauana/MS. Therefore, a researcher doing bibliographical research and application of a questionnaire made available online to teachers and school managers were carried out. As a result, one can highlight the tiring routine of professionals, the short time for studying the BNCC and the Curriculum, aiming at the integral attendance of the student. Another problem identified was the appearance and expansion of the Covid-19 pandemic, which ended up interfering in the teaching-learning process and in the school routine, since the socioeconomic condition also affected the quality of education, because of the difficulties in accessing or lack of resources to carry out activities in emergency remote education. As positive points of the implementation of the BNCC in Elementary Education, were mentioned the fact that it is a national document and that it serves equally, unifying the objects of knowledge, skills and essential competences to be developed during basic education. Among the negative points, there is the lack of the presencial classes (caused by the COVID-19 Pandemic), in addition to the fact that the BNCC does not consider regional diversities, aside from the fact the BNCC not consider the regional differences, observing at this point the difference in the levels of municipal, state and national education. Concerning the main changes in the Curriculum of Mato Grosso do Sul, the exclusion of the content and the addition of competences and abilities, recommended in the BNCC, were mentioned. Accordingly, it is inferred that the application of the proposals brought by the BNCC and the new Curriculum will take time and hard work by the entire school team and will need structural and human support to reach the intended goals.