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The documents were developed from the BNCC and serve as a reference for each school to elaborate its politico-educational project which, according to Kátia Smole, secretary of the basic education of the MEC, represents the "materialization" of the pedagogical intentions of the base. program.
See below the situation of Brazil up to the sixth:
 /i.s3.glbimg.com/v1/AUTH_59edd422c0c84a879bd37670ae4f538a/internal_photos/bs/2018/3/B/CiTSTET8WmFB5K13v7LA/states-which-recovered-curriculum.png /> [1965] December 1963: State of Santa Catarina State of Santa Catarina </p>
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<div clbad= "MEC enquête jusqu'au 14 Décembre montre que 13 États ont adopté leurs programmes de référence pour les écoles maternelle et élémentaire - photo: Fernanda Garrafiel / Art G1")
Stages of the development of the state curriculum
After BNCC approval by the MEC, each state created committees to meet. municipalities to develop program proposal and, according to Kátia, the drafters were selected jointly by states and municipalities.
The process took place throughout the year and the first state to approve the proposal was Paraná, November 22nd. Espírito Santo, Pernambuco and Minas Gerais concluded the process this week.
Each state must complete four stages up to the approval of the draft program:
- Prepare a preliminary document from the BNCC, including aspects of the regional context
- Conduct a public consultation on the preliminary document
- Prepare a final version of the document, systematized from the result of the public consultation, and submit it to the State Board of Education (EEC)
- . Approve the document to the council
. See below the situation of each State:
. They have already approved the final document in the EEC:
- Ceará
- Federal District
- Espírito Santo
- Goiás
- Mato Grosso
- Mato Grosso do Sul
- They have already submitted the document report to the EEC:
- Pernambuco
- Pernambuco
- Rio Grande do Norte
- Sergipe
- Tocantins
Bahia
They systematize the document after the public consultation:
- Maranhão
- São Paulo
- Rio de Janeiro [19659036] According to data from the MEC from October this year, residents of 3,056 Brazilian municipalities (or 55% of the total) participated in public consultations on the basic curriculum of schools.
State Educational Curriculum x Educational Project
"States and municipalities develop their proposals and curriculum, and schools will now have to produce their educational projects from there", explained Kátia to interview granted to G1 .
"The educational project of the school is to say everything: how the school evaluates, how it organizes clbades, so that the great educational intentions and integral development materialize at the school. school."
Educational projects already exist in schools. The novelty, according to the secretary, is that now the school management will have a single national document as a starting point.
"What do all the schools in the country have in common? It is that all programs describe, translate the skills provided in the base and the ten general skills to organize the. teaching and learning at school. " – Kátia Smole
She estimates that once approved reference programs, the maturity of educational projects lasts about a semester.
The deadline to finalize this process is set early in 2020, in accordance with the resolution of the National Council of Education (CNE), which approved the BNCC.
Kátia Smole, Secretary of Basic Education Ministry of Education education, during the Education 360 event, on Wednesday (12) in São Paulo – Photo: Divulgação / Wander Roberto / Inovafoto
Kátia said that, the reference programs of states already taking into account regional contexts and the need for each school to print the 5,570 municipalities are not required to prepare their own program proposal, but may choose to do so.
"Regions have already been included in the development of the collaborative regime," she said. On Wednesday (12), at the 360 Education event in São Paulo, the secretary said that 80% of the municipalities adhere to the "collaboration regime", which occurs when the various educational networks (municipal, regional and federal) that have a autonomy, decide to develop the process through a collaborative partnership.
"It is not necessary to create a program for each municipality, but it is important to specify that the municipality you wish to exercise has such freedom, as long as your program is in dialogue with what was done with the state program, which is fairly aligned with the base. "
The development of state programs and the adequacy of politico-educational projects are one of the steps that followed the approval of the BNCC. The other two major changes are the reform of teaching materials and the training of teachers so that curricula are no longer paper.
"The year 2019 is a very important year, as the program begins to be put into practice with these two essential actions: the development of pedagogical processes and the continuous training of educators," Kátia explained. Thursday. (13) presented to journalists a proposal for the creation of a National Teacher Training Foundation (BNC Teacher Training).
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