THE BNCC AND CURRICULAR INSTITUTIONALIZATION AT SÃO JOÃO DA PRATA MUNICIPAL SCHOOL: CHALLENGES AND PERSPECTIVES OF IMPLEMENTATION IN PUBLIC EDUCATION IN ITAMARAJU, BAHIA, BRAZIL

Abstract

The National Common Curricular Base (BNCC) is one of the most significant educational policies implemented in Brazil in recent decades, playing a strategic role in the organization of Basic Education curricula and in defining students' learning rights. In this context, this study aims to analyze the process of curricular institutionalization of the BNCC at Escola Municipal São João da Prata, located in the municipality of Itamaraju, Bahia, seeking to understand its impacts on pedagogical organization, teaching planning, and educational practices developed by the institution. The research is based on a qualitative approach and is characterized as a case study focused on understanding the relationship between curricular policy and school reality. The methodological procedures include document analysis of the Political-Pedagogical Project, pedagogical planning documents, institutional records, and other materials related to the implementation of the BNCC, as well as semi-structured interviews with school managers, pedagogical coordinators, and teachers. The investigation assumes that curricular institutionalization is a complex process marked by interpretations, adaptations, and resignifications produced by educational actors. The study is expected to identify the main advances, challenges, and possibilities resulting from the implementation of the BNCC, as well as to understand the pedagogical regulation mechanisms present in everyday school life. The findings may contribute to strengthening discussions on curriculum, school management, and educational public policies, providing support for improving pedagogical practices and consolidating a public education committed to equity, educational quality, and students’ integral development.