PEDAGOGICAL COORDINATION AND BNCC: THE PROMOTION OF EQUITY IN SCHOOL

Abstract

This study analyzes the presence and practice of equity in schools through the perception of pedagogical coordinators. Considering that equity is an essential value to guarantee the democratic equality of students to quality education and that the Common National Curriculum Base (BNCC) allows the debate on equity to move from the legal sphere to pedagogical practices, understanding this reality if manifests relevant. Our theoretical foundation was built from studies by Almeida (2021), Frangella (2020), Freitas (2007), Perez (2018), Sousa (2020), among others, who discuss about equity in education, the BNCC and the role of the pedagogical coordinator. The methodology used was of a qualitative approach and exploratory character, through bibliographical research and application of questionnaires with pedagogical coordinators. The results showed that the pedagogical coordinators recognize the presence of equity in the school as an element that contributes to student learning, considering their individuality, and that the Project Pedagogy is a mechanism to promote equity.