A implementação de um novo currículo nas escolas da rede municipal de petrópolis–reflexões preliminares para a base nacional comum curricular

The article presents the results of a research with teachers and school counselors on the implementation of a new curriculum for the initial years of elementary education in the Petrópolis municipal school system. The reflections presented on the elaboration and implementation of the new curricular document and the changes that occurred in the teachers’ pedagogical practice are fundamental elements for the understanding of the National Curricular Common Base and its possible repercussions in the school routine. From the qualitative approach, as a choice for the accomplishment of this research, we use as research method the case study of the participant type. To corroborate, the theory studied was confronted with the discourse of teachers collected through interviews, analysis of official documents and observation of teaching practice. The theoretical foundations focused on the contexts of the policy formulation process elaborated by Stephen Ball and Bowe (1992). According to the authors, for their formulation there is a continuous cycle consisting of five contexts: influence, text production, practice, results and political strategy. The data obtained, indicate that the elaboration of the document had a small representation of teachers and is still a source of discussion in the schools of the Municipality of Petrópolis. The technical language of the document has been an obstacle, compromising its understanding and full implementation. In conclusion, the analysis of teacher development in the classroom indicates the need to develop didactic strategies that help teachers to work with the new curricular proposal, given the complexity of the school environment and the challenges inherent in the profession