As orientações da Base Nacional Comum Curricular e as implicações no processo ensino/aprendizagem em contexto de vulnerabilidade social

Abstract

Life and history show us that education as a conscious, intentional activity, as an individual-social process, of mutual and continuous interrelationship, always aims at the improvement of man in society and through society can be characterized as learning and , also as experiences. In the core of formal education, learning, in our view, should occupy the centrality of pedagogical actions through the teacher-student interrelationship. It was based on this understanding and with the objective of verifying and understanding how the teaching-learning process was taking place in the Early Years of Elementary Education at the municipal school Professora Sara Barroso, located in a context of vulnerability in the North Zone of Manaus, from the implementation of the new Municipal School Curriculum – CEM, in compliance with the guidelines of the National Common Curricular Base – BNCC. The methodological path of the research is guided by the principles of phenomenology of the Case Study type. We carried out research: theoretical, documental, legal and empirical, using semi-structured interviews with teachers, pedagogical coordinators and principal and observation as an instrument for collecting information. For qualitative analysis and interpretation of information, we used the principles of hermeneutics as a means of understanding the studied problem. At the end of the study, it is possible to say that the thesis raised “a priori” and confirmed a posteriori that: The child learners at the Sara Barroso School are completing (2019/2022) the Initial Years of Elementary Education, without acquiring the necessary learning for this teaching stage.