Banca de DEFESA: RONALDO SPINELLI JUNIOR

Tensions between curriculum policies: the reception of the Brazilian National Common Core by Chemistry teachers

The Brazilian National Common Core (BNCC), approved in 2018, is the document that will guide the country´s official curricula for the coming years. The processes of elaboration and approval of the BNCC were marked by fierce debates, with actors opposing and in favor of the existence of a national and mandatory curriculum. In the midst of such discussions, the teachers of basic education, whose practice will be directly impacted by the new curricular policy, had in an online public consultation held in 2015 the only moment to place 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. Focusing on the Chemistry curricular component, we investigate, based on data from the public consultation, how previous curricular policies influence the reception of teachers to the new curricular proposal. Using text mining tools in the corpus of written contributions to the BNCC public consultation, criticisms aimed at both the content and the organization of the first version of the document were identified. The analyzes show that these criticisms are related to curricular policies prior to the BNCC, such as state curricula and the National Textbook Program (PNLD), which over decades shaped teaching representations about the curriculum and school contents.