BNCC: diretrizes norteadoras ou amarras limitadoras?

Abstract

This undergraduate thesis analyses how the Brazilian National Common Curriculum Base (BNCC) influences the teaching practice of Visual Arts teachers in Basic Education. The qualitative research was conducted through interviews with three teachers from public schools, seeking to understand how the BNCC guidelines materialize in daily school life. The results show that, although the BNCC presents guidelines that seek to organize and strengthen art education, its application faces concrete limitations, such as a lack of materials, adequate spaces, pedagogical time, and continuing education. Furthermore, the proposed curricular structure tends to reduce the specificity of artistic languages, reinforcing the idea of the multi-skilled teacher, which weakens the appreciation of art as a field of knowledge. Despite these difficulties, the teachers demonstrate resilience, creativity, and commitment to maintaining art as a sensitive and formative experience. It is concluded that the BNCC does not, by itself, guarantee the quality of visual arts education, and that it is necessary to articulate public policies, working conditions, and recognition of specific teacher training.