From BNCC to Currículo Paulista: a quanti-qualitative study of Portuguese language skills

Abstract

This article describes and analyzes, from a quanti-qualitative perspective, how the Currículo Paulista (São Paulo, 2019) incorporates the skills of the BNCC (Brazil, 2018), considering the prescribed level of curricular implementation for the final years of elementary school in the Portuguese language component. Methodologically, the research is anchored in documentary investigation (Lankshear; Knobel, 2012; Bortoni-Ricardo, 2008), articulated with the concept of "cotejo" (comparison) proposed by Geraldi (2012), in order to establish a responsive relationship between the concrete statement of the state document and the BNCC matrix. The analytical results indicate that this curriculum tends to maintain what is established in the BNCC (Brazil, 2018), to the detriment of its articulation with the diversified part which, together with the common core, must compose the curricula, as is explicit in federal regulations. In this sense, a concern arises regarding what is established as a common culture, given that it is further reinforced by other levels of implementation (Sacristán, 2000), such as the evaluated curriculum, through institutional assessments like SARESP and Prova Paulista.