ABSTRACT
Based on the premise that between the prescribed curriculum, the edited curriculum and the curriculum in action occur approximations and distances whose contours escape any form of prior control, we focus, in this study, on the Base Nacional Comum Curricular (BNCC) [National Common Curriculum Base], the Programa Nacional do Livro e do Material Didático (PNLD) [National Book and Teaching Material Program] and the school contexts in which such curricular policies are carried out. The approach is characterized as bibliographic and documentary research, in which it focuses specifically on the curricular component History in the Final Years of Elementary School. The results allow us to conclude that the homologated version of BNCC has close relations with the historiographical tradition that favors a chronological, linear, quadripartite/tripartite and eurocentric approach. By adopting as one of the basic procedures the identification of events considered important in the history of the west, it impedes access to other strategies of selection and organization of historical knowledge. The PNLD, in turn, seems to assume the role of guardian of the curriculum prescribed at BNCC, ensuring the supply of books and teaching materials that tend to impose on teachers and students a reference matrix decontextualized of the school reality, reducing possibilities for collective constructions in the face of local and regional singularities. However, it is in the curriculum in action, in the daily life of the school, in the practices of its main actors, that lies the impulse of creation, innovation and resistance.
Keywords:
BNCC; PNLD; School; History; Curriculum