Estado Gerencial, BNCC e a Escola: o currículo com foco na Educação Escolar Quilombola em uma escola de ensino fundamental em Pelotas/RS.

Abstract

In this thesis the purpose is to cast doubt on the National Curriculum Guidelines for Quilombola School Education, present in a municipal elementary school curriculum, located in the city of Pelotas-RS, which has students from a Quilombola Community. This qualitative research is based on theoretical contributions about changes that are occurring in relation to educational policies and its implications for the curriculum constitution in the school. So, theoretical foundation is based on studies by authors such as Boaventura Santos, who works with a Globalizations idea, pointing out that there are Hegemonic and Counter-Hegemonic Globalization manners in which there is a shock of circumstances that coexist in local, local and international groups, and also on Gramsci and Hall to discuss Hegemony. In this perspective, I discuss about Regulation Theory and the role of the State and Civil Society aiming to show how the State has left beside a policy of Welfare (Welfare State) and has adopted neoliberalism and managerialism as a way of privatization and exogenous processes. About the curriculum, it is supported by Postcolonial Studies that present a less ethnocentric and a more humane curriculum which emphasizes the interculturality, by Appadurai, and the Ecology of Knowledge, by Santos. The context of analysis is the National Curriculum Guidelines for Quilombola School Education, including documents from Ministry of Education (MEC), Municipal Secretariat of Education and Sports (SMED), and the field research at the School and in the Quilombola Community. Semi-structured interviews and questionnaires were conducted on the subject in question. Interviews have been done with the management team members, with the school staff and with some Quilombola Community members, and the questionnaires have been answered by teachers and school staff. From these data, discursive disputes in the curriculum production have been analyzed, and it has shown that a unified curriculum, proposed by the BNCC, which is aligned with the neoliberal and conservative curriculum policy, comes against the idea of a curriculum that considers diversity, difference, and ethno-cultural relations by considering local and regional schools specificities, while compared to the National Curriculum Guidelines for Quilombola School Education (DCNEEQ). This curricular policy, the BNCC, based on a conservative hegemony, implies on institutionalized racism maintenance, in school curriculum processes, and on silencing the differences space. Thus, the conclusion is that, from Globalization processes, there are complex relationship networks that can influence at local, national or international level. These processes can humanize or dehumanize the individuals, and education should be a space for debate, as it is a field of hegemonic and counterhegemonic forces, which is always in dispute in the production of curriculums.