Curriculum (categories 1, 5, 8)
Today in Brazil, there is not a national curriculum that all schools have to follow. There are general guidelines and states, municipalities and schools can propose their own curriculum during Basic Education. However they have to respect this national guidelines.
II - consideration of the educational conditions of the students in each establishment;
III - work orientation;
IV - promotion of sport and support for non-formal sports." (BRASIL, 1996)
As for the content, the curricula must have Common Components - must be present in all curricula - and Diversified ones, based on the specific context of each school systems. Common Components include the study of portuguese, english, mathematics, the physical and natural world, and social and political reality, especially the one in Brazil. Besides, arts, notably in its regional expressions, physical education and Brazilian history is compulsory. The later has to take into account the contributions of different cultures and ethnicities on the formation of Brazilian people, mainly the indigenous, African and European ones. The Diversified Components include visual arts, dance, music, theater, principles of protection and civil defense, environmental education, human rights and the prevention of all forms of violence against children and adolescents, and Afro-Brazilian and indigenous history and culture.
States and Municipalities are free to publish their own guidelines about curriculum, always respecting these general guidelines.
Important: To turn on the English subtitles you should activate the subtitles on the right bottom and then choose to generate automatic subtitles in English.
The BNCC aims to create equality in education among different states of Brazil to surpass the historical barriers for inclusion of the minority and special needs students. However, the BNCC is aware of the big cultural and social differences among Brazilian states and so, it is open to plurality and diversity proposing autonomy for the states to adjust the curriculum including characteristics to assure equity in the educational system.
The document will use competencies to describe the learning goals of each phase of the Basic Education and will include guidelines on how to develop these competencies divided by each school year and subject.
Pedagogy and Didactics
Teachers are at the maintenance and meditative stages when concerning teaching approach of the curriculum. They have recommended material and textbooks to follow and they are free to decide how they would like to teach based on the national guidelines and on the state's curriculum. They have to create an Annual Lesson Plan showing which content will be taught and which activities will be done in class. This plan can be created collaboratively with other teachers at the school and is then discussed with the school's Director. After it is finished and approved by the school administration it is sent to the State or Municipal Secretariat as a record of what is being done at that school in that period.
States and Municipalities are also free to collaborate and guide teachers through this process, so many of them have formal guidelines and teacher training concerning lesson planning.
References:
BRASIL, L. (1996). 9394/96. Estabelece as Diretrizes e Bases da Educação Nacional. Brasília.
do Brasil, G. F. (1988). Constituição da república Federativa do Brasil. Brasília, Senado Federal.
Educação, M. D. (2017, April 07). Base Nacional Comum Curricular. Retrieved October 28, 2017, from https://www.youtube.com/watch?v=dRTN_4qWGcs
Ornstein, A. C., & Hunkins, F. P. (2004). Curriculum Foundations, Principles and Issues. Chapter 1 - Curriculum Development (pp. 1-23). London: Pearson.
National guidelines to be observed when creating a curriculum are:
"I - the dissemination of fundamental values to the social interest, the rights and duties of citizens, respect for the common good and democratic order;II - consideration of the educational conditions of the students in each establishment;
III - work orientation;
IV - promotion of sport and support for non-formal sports." (BRASIL, 1996)
As for the content, the curricula must have Common Components - must be present in all curricula - and Diversified ones, based on the specific context of each school systems. Common Components include the study of portuguese, english, mathematics, the physical and natural world, and social and political reality, especially the one in Brazil. Besides, arts, notably in its regional expressions, physical education and Brazilian history is compulsory. The later has to take into account the contributions of different cultures and ethnicities on the formation of Brazilian people, mainly the indigenous, African and European ones. The Diversified Components include visual arts, dance, music, theater, principles of protection and civil defense, environmental education, human rights and the prevention of all forms of violence against children and adolescents, and Afro-Brazilian and indigenous history and culture.
States and Municipalities are free to publish their own guidelines about curriculum, always respecting these general guidelines.
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Example of material produced by a state concerning its' curriculum
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Curriculum Reform
There is a new document being created to establish a national common curriculum (BNCC in Portuguese) for all the phases of Basic Education. Watch the video below, produced by the Brazilian Ministry of Education, to understand more about the curriculum development (Educação, 2017). The participation of teachers, principals and schools districts during this process shows their roles at creative or generative stage. (Ornstein & Hunkins, 2004)Important: To turn on the English subtitles you should activate the subtitles on the right bottom and then choose to generate automatic subtitles in English.
The BNCC aims to create equality in education among different states of Brazil to surpass the historical barriers for inclusion of the minority and special needs students. However, the BNCC is aware of the big cultural and social differences among Brazilian states and so, it is open to plurality and diversity proposing autonomy for the states to adjust the curriculum including characteristics to assure equity in the educational system.
The document will use competencies to describe the learning goals of each phase of the Basic Education and will include guidelines on how to develop these competencies divided by each school year and subject.
Pedagogy and Didactics
Teachers are at the maintenance and meditative stages when concerning teaching approach of the curriculum. They have recommended material and textbooks to follow and they are free to decide how they would like to teach based on the national guidelines and on the state's curriculum. They have to create an Annual Lesson Plan showing which content will be taught and which activities will be done in class. This plan can be created collaboratively with other teachers at the school and is then discussed with the school's Director. After it is finished and approved by the school administration it is sent to the State or Municipal Secretariat as a record of what is being done at that school in that period.
States and Municipalities are also free to collaborate and guide teachers through this process, so many of them have formal guidelines and teacher training concerning lesson planning.
References:
BRASIL, L. (1996). 9394/96. Estabelece as Diretrizes e Bases da Educação Nacional. Brasília.
do Brasil, G. F. (1988). Constituição da república Federativa do Brasil. Brasília, Senado Federal.
Educação, M. D. (2017, April 07). Base Nacional Comum Curricular. Retrieved October 28, 2017, from https://www.youtube.com/watch?v=dRTN_4qWGcs
Ornstein, A. C., & Hunkins, F. P. (2004). Curriculum Foundations, Principles and Issues. Chapter 1 - Curriculum Development (pp. 1-23). London: Pearson.
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