The construction of the Brazilian Common Core Curriculum Standards: tensions between curricular policies
The Brazilian Common Core Curriculum Standards (BNCC), approved in 2018, is the document that will guide Brazilian education for the next years. The drafting and approval processes were marked by heated debates, with opposing and favorable actors, the existence of a national and mandatory curriculum. In the midst of these discussions, the basic education teachers, subjects who will have their practice directly impacted by the new curricular policy, had in the online public consultation the only way to put themselves in this debate. The public consultation generated a large volume of data, with contributions from thousands of teachers of basic education, who were able to express their opinions about the school curriculum. With a focus on the area of Natural Sciences (Biology, Physics and Chemistry), it was investigated in the public consultation data, whether the curriculum policies prior to the BNCC influenced in any way the reception of teachers to this new curricular proposal. Based on the theory of social representations and using the text analysis software IraMuTeQ as a tool, the analyzes revealed that part of the contributions are made up of criticisms of the BNCC, criticisms directed at both the content and the organization, in addition, these criticisms are related to curriculum policies prior to the BNCC and that for decades have shaped representations about the curriculum.