<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812024000100200</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.105.5795</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Base Nacional Comum Curricular: impacto sobre a cultura profissional e a forma escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[The National Common Curriculum Base: impacts on the professional culture and the school framework]]></article-title>
<article-title xml:lang="es"><![CDATA[Base Nacional Curricular Común: impacto en la cultura profesional y la forma escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[Marcelo Baumann]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bellato]]></surname>
<given-names><![CDATA[Caíque Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Gianne Neves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camasmie]]></surname>
<given-names><![CDATA[Mariana Junqueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Cândido Mendes (IUPERJ/UCAM) Instituto Universitário de Pesquisas do Rio de Janeiro ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Juiz de Fora (CAEd/UFJF) Centro de Políticas Públicas e Avaliação da Educação ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de Juiz de Fora (CAEd/UFJF) Centro de Políticas Públicas e Avaliação da Educação ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidade Federal de Juiz de Fora (CAEd/UFJF) Centro de Políticas Públicas e Avaliação da Educação ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro (PUC - Rio)  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>105</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812024000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812024000100200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812024000100200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A Base Nacional Comum Curricular (BNCC) na educação infantil e no ensino fundamental é certamente uma das mais importantes novidades da política educacional brasileira. A motivação da BNCC está associada ao enfrentamento de aspectos crônicos da desigualdade escolar, por meio da delimitação de um conjunto de competências e habilidades capazes de lastrear a organização de currículos e de políticas curriculares orientadas para a valorização da centralidade do estudante e de seu direito à aprendizagem. O artigo pretende analisar empiricamente a incidência da BNCC sobre a cultura profissional, em especial a dos professores, bem como sobre a forma escolar. Para tanto, parte de um diálogo entre a sociologia da educação e a literatura especializada em políticas públicas, explorando questões relacionadas às teorias da resistência à mudança. O estudo mobiliza inédita pesquisa, realizada em escala nacional, com 48 mil profissionais e cerca de 35 mil estudantes de 5º e 9º anos das redes públicas. Apesar de a análise dos dados apontar para uma recepção positiva da BNCC por parte dos profissionais da educação, o padrão de respostas dos estudantes sugere níveis mais profundos de resistência, o que remete ao caráter tendencialmente inercial da forma escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The National Common Curriculum Base (BNCC) in early childhood and primary education is certainly one of the most important innovations in Brazilian educational policy. Its motivation is associated with tackling chronic aspects of school inequality, through the delimitation of a set of skills and abilities capable of upholding the organization of curricula and curriculum policies aimed at valuing the centrality of students and their right to learning. This study intends to empirically analyze the impact of the BNCC on professional culture, in particular of teachers, as well as on school structuring. In this sense, it stems from a dialogue between the sociology of education and the literature specialized in public policy, exploring issues related to theories of resistance to change. The study mobilizes unprecedented research, carried out on a national scale, with 48,000 professionals and nearly 35,000 5th and 9th grade students from public schools. Despite data analysis pointing to a positive reception of the BNCC by education professionals, the students' response pattern suggests deeper levels of resistance, which refers to a trending inertial character of the school framework.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La Base Nacional Curricular Común (BNCC) en la educación infantil y educación primaria es, sin duda, una de las innovaciones más importantes de la política educativa brasileña. La motivación está asociada al abordaje de aspectos crónicos de la desigualdad escolar, a través de la delimitación de un conjunto de competencias y habilidades capaces de ampliar la organización de currículos y políticas curriculares tendientes a valorar la centralidad del estudiante y su derecho a aprender. El artículo pretende analizar empíricamente el impacto de la BNCC en la cultura profesional, especialmente de los profesores, así como en la forma escolar. Para ello, parte de un diálogo entre la sociología de la educación y la literatura especializada en políticas públicas, explorando cuestiones relacionadas con las teorías de la resistencia al cambio. El estudio moviliza una investigación inédita, realizada a escala nacional, con 48.000 profesionales y cerca de 35.000 estudiantes de 5º y 9º grados de escuelas públicas. Aunque el análisis de los datos apunta a una recepción positiva de la BNCC por parte de los profesionales de la educación, el patrón de respuestas de los estudiantes sugiere niveles más profundos de resistencia, lo que se refiere al carácter tendencialmente inercial de la forma escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[política educacional]]></kwd>
<kwd lng="pt"><![CDATA[cultura profissional]]></kwd>
<kwd lng="pt"><![CDATA[forma escolar.]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[educational policy]]></kwd>
<kwd lng="en"><![CDATA[professional culture]]></kwd>
<kwd lng="en"><![CDATA[school framework.]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[política educativa]]></kwd>
<kwd lng="es"><![CDATA[cultura profesional]]></kwd>
<kwd lng="es"><![CDATA[forma escolar.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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