FROM BNCC TO CURRÍCULO PAULISTA: A QUANTATIVE STUDY OF PORTUGUESE LANGUAGE SKILLS

Abstract

The present text aims to describe and analyze how the Currículo Paulista (São Paulo, 2019) incorporates, quantitatively, the skills of BNCC (Brazil, 2018), considering the prescribed level of curricular implementation for elementary school final years, in the Portuguese language component. In this sense, methodologically, it is anchored in a documentary investigation (Lankshear; Knobel, 2012; Bortoni-Ricardo, 2008), aligned with what Geraldi (2012) calls a comparison, with a view to putting the concrete statement Currículo Paulista (São Paulo, 2019) in dialogue with another concrete statement, the BNCC (Brazil, 2018), to which the state document responds responsively. The analytical results indicate that the curriculum tends to maintain a significant approximation to BNCC (Brazil, 2018), so that there is an erasure of what is considered as diverse, and also emerges the concern of what is put as common culture, since it is also reiterated by other levels of concretion (Sacristán, 2000), as the curriculum evaluated through institutional evaluations, such as SARESP and Prova Paulista.