The implementation of the BNCC in High Schools in Rural Education in Acre
DOI:
https://doi.org/10.70860/ufnt.rbec.e19662Keywords:
BNCC, Educação do campo, Ensino Médio, AcreAbstract
ABSTRACT. The aim of this article is to describe how the National Common Core Curriculum (BNCC) is being implemented in rural high schools in the state of Acre, seeking to analyze the development of curricular reform in the rural education project. The research is a case study, with a qualitative approach, carried out using bibliographic, documentary contributions and content analysis. The results indicate that the process of implementing is taking place in a proportion that is still not very significant for the universe of high schools in the countryside, and that the actions promoted by the SEE are largely directed at the pedagogical aspects of the teaching and learning process, touching on the need to promote training to understand the organic structure of the BNCC. There is a misalignment between the reality in Acre and what is theoretically proposed and its applicability, and greater implementation is needed, especially with regard to the new class hours, the curricular components in Basic General Education, the Training Itineraries and the Learning Routes, especially with regard to professional qualification.
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