Base Nacional Comum Curricular do ensino médio: desafios e possibilidades da formação continuada de professores em escola profissional do Ceará em tempos de pandemia

Abstract

In the context of the remote period of classes, caused by the outbreak of the coronavirus pandemic, the National Common Curricular Base (BNCC) needed to be implemented in schools belonging to the pilot group for implementing the Base, in the state of Ceará. This scenario presented several challenges to the schools that planned to implement the base in 2020. In this perspective, the management case studied analyzed these challenges faced by a state school of professional education belonging to the pilot group to train its teachers for the implementation of the BNCC in times of pandemic. To this end, the research sought to describe teacher trainingactions to adapt the work to the BNCC proposal and propose an action plan for the continuing training of teachers, in order to improve this process. This management case is justified as the school is in the process of organizing its curriculum in light of the BNCC and experiences attempts to consolidate it. As a research resource, exploratory interviews with the management and course coordinators of the school were used at first. In a second moment (after the qualification), structured interviews were carried out with the teachers (Common Base and Technical Base) and with a representative of the Secretariat of Education of the State of Ceará (SeducCE), advisor of the Curriculum Development Cell, Education Scientific, Environmental and Socioemotional Skills since 2019, responsible for coordinating the writing of the Reference Curriculum Document of Ceará (DCRC), presented to the community in September 2021. The data were examined according to the understanding of authors who stand out in the study of the curriculum, such as Micarello (2016), Galian (2014) and Cury, Reis and Zanardi (2018); in the study of continuing teacher education, such as Ferretti (2018), Gatti (2017) and Girardelo and Sartori (2018), and in examining the more recent context of remote teaching, provoked by the outbreak of the pandemic, such as Hypolito (2021) and Costa and Nascimento (2020). Finally, the Educational Action Plan was based on the educational model of a learning community, based on Freire's theory.