ABSTRACT
This article aims to investigate the collaborative participation in the construction of The National Common Curriculum of Basic Education (BNCC) from the point of view of the pedagogical coordinators of State Elementary Schools in the city of Viçosa/MG. The data produced were categorized, based on the description of perceptions and transcription of the dialogues, and analyzed through triangulation with the theoretical framework and with the Policy Cycle approach, the chosen analysis methodology. The data produced indicate, despite the pedagogical coordinators claiming good communication with the Ministry of Education (MEC) and receiving invitations to participate in the construction of the BNCC, they did not follow the process with the teachers, leaving evidence that the collaborative construction did not happen. In addition, dissonant voices regarding the process of elaboration of the BNCC are present in the research. Pedagogical coordinators, theoretical framework and MEC discourse sometimes diverge with regard to the construction and implementation of the BNCC.
Keywords:
Curriculum; Pedagogical Coordination; Public Education; Brazil’s National Common Curricular Base