Cascade effect of BNCC's educational policies: conceptions of Natural Sciences teachers of the Santa Maria/RS curriculum guiding document (DOC/SM)

Abstract

This study deals with the formulation of new educational policies after the National Common Curriculum Base (BNCC), specifically curricular policies such as the Curricular Guiding Document of the municipality of Santa Maria (DOC/SM), in the state of Rio Grande do Sul (RS). Given this, the text aims to present relevant aspects in the conception of Natural Sciences (NC) teachers about the BNCC and the construction of the DOC/SM. To this end, interviews were carried out with NC teachers involved in the process of constructing the territorial guiding document. The analysis is based on the theoretical-methodological assumptions of the Political Cycle and Content Analysis, which supported the elaboration of the following categories: I) Representativeness; II) Resistance and III) Training. It is possible to understand with the study how the verticalization of educational policies expropriates the means of teaching, because even in the face of efforts to contextualize local specificities in territorial policy, at no point was it possible to detach from what the Base [idealized and constructed at a distance] ensure as essential for student learning.