CURRICULUM POLICIES AND THEIR ARTICULATIONS ON THE PERSPECTIVE OF A MORE DEMOCRATIC EDUCATION

By focusing on curricular policies for basic education, this article aimed at bringing to the academic debate sphere questions related to the Brazilian National Core Curriculum (BNCC) and the Curricular Referential of Rio Grande do Sul (RCG) and, subsequently, its influences on the Curricular Guiding Document of a City Territory (DOCT-SL/RS). Based on a qualitative approach that uses document analysis associated with the Social Media Analysis method, this study revealed that the participation of civil society and school communities in the curricula policies production is limited to some representations and public consultations. Results also indicate that the BNCC as a macro strategy constitutes a document that has an excessively prescribing and operational nature and, thus, is limited for its explicitness and restricted as to the outlining of guidelines for its unfolding at state and city levels. From an attentive reading of the RCG, it was possible to infer that it is a pedagogical proposal centered around developing competencies with more conceptual expression in the BNCC than in the city document itself. The results of this study also identified the existence of aspects that do not comply with the collaboration regimen to elaborate and produce texts of the mentioned documents revealing the lack of articulation between state and city processes, highlighting the lack of participation, throughout the writing of these texts, of both federative entities and other representative actors of civil society and school communities. RESUMEN: El presente artículo, al centrarse en las políticas curriculares para la educación básica, busca reflexionar sobre la Base Nacional Común Curricular (BNCC) y el Referencial Curricular Gaúcho (RCG) y sus influencias sobre el Documento Orientador Curricular de un Territorio Municipal (DOCT-SL/RS). Apoyado por una investigación de abordaje cualitativo que emplea el recurso metodológico del análisis documental combinado con el Análisis de Redes Sociales, el estudio presentado aquí mostró que la participación de la sociedad civil y de las comunidades escolares en la producción de políticas curriculares, por lo general, se restringe a algunas representaciones y consultas públicas. Los resultados también indicaron que la BNCC como estrategia macro se traduce en un documento excesivamente prescriptivo y operacional y, así, limitado cuanto a la explicitación y delineamiento de directrices y orientaciones para sus desdoblamientos a nivele