Resignification processes after BNCC: aspects of curricular production in Mato Grosso

Abstract

This text discusses the curricular resignification after the standardization of the National Common Curricular Base - BNCC (BRASIL, 2018; Resolution CNE / CP nº 2/2017 (BRASIL, 2017a) and Statement CNE / CP nº 15/2017 (BRASIL, 2017b)), understood as a vast regulatory educational policy that projects meanings, identities, and guarantees for basic education. It aims to approach the reformist process (BALL, 2002, 2010) from the reality of Mato Grosso, in order to describe the cascading logic proposed by the Brazilian Ministry of Education (MEC) in the first two cycles of BNCC implementation. Considering the global and local negotiation, meanings that indicate the weakness of the concept of implementation are presented as a guide for proposing a “new curriculum” to schools (MATO GROSSO, 2018). As theoretical support, the work under examination is guided by Ball (2002, 2010) and Mainardes’ (2006, 2018) understanding of politics and in the discursive perspective by Lopes (2011). As an analytical strategy, the work uses the assumptions of Rhetorical Analysis, as proposed by Leach (2002), and Charaudeau and Maingueneau (2008). In this sense, the experience of curricular production in the mediating context of policies - the Secretaries of Education - tends to reproduce also the mandatory aspects to other locations, conducting discursive normative practices according to the Ministry of Education, both re-signifying the educative intentionality designed for a more restricted normative scope, in municipalities and schools.