Home Education The Challenges of Implanting the BNCC: Teacher Motivation

The Challenges of Implanting the BNCC: Teacher Motivation


Gabriel Mario Rodrigues – Chairman of the Board of Directors of ABMES (Brazilian Association of Owners of Private Higher Education Institutions).

“Educating is not limited to passing on information or showing only one way, but it is helping the person to become aware of himself, of others and of society. It is to offer various tools so that one can choose, among many paths, one that is compatible with ones values, ones vision of the world and with the adverse circumstances that each will encounter. ”

In the taxi, some days before, the driver was unhappy because his 14-year-old son said he would be late going home because he and a colleague were going to train the teacher on how to use Power Point. I told him that it is interesting for the boys to teach the teacher, because the exchange of knowledge is one of the characteristics of the current ways of learning. I emphasized that there is no set age for anything and the important thing is to learn. The “sour” taxi driver replied that if the teacher was 40 he would even agree, but that she is not even 30 and had an obligation to master computing.

The big “problem” of the National Basic Common Curricula – BNCC, is PEOPLE, both, those who teach and those who learn. Everything is changing: students, families and society. It is necessary to find new forms of relationships and I will address a little about it in today’s article, following the topics discussed in my previous publications, especially in the text “The challenges to implement the BNCC: political will, school management and teacher qualification.”

Any good idea, any feasibility or action plan only happens if the consumer wants, if there are resources to implement, but especially if there are people who are capable, enthusiastic and recognized to perform. That’s where the BNCC Achilles heel exists, we think. The teacher of today still has many shortcomings, and it is not worth here to search the reasons and motifs that are known to exist and that do so much damage to the performance of many of them. The reality is that now the demands are different and much more demanding of the participants. According to Mozart Neves Ramos, of the Ayrton Senna Institute, one needs to be molded: “Without preparing the teacher well, the Base will not leave the paper”.

Also for the project to succeed accountability has to happen fast at the Universities which, unless I am mistaken, still do not know how to prepare the new professional for the task of teaching. Of course, there will be a revolution in the teaching staff of institutions, revitalizing the spirit that dominates the teachers’ room. What is more, it is unthinkable to assume that the profession that requires continuous training and today’s professors, although they want to participate, under rigorous evaluation of performance, can stand before the blackboard with chalk in the mouth and not to be able to face today’s demands.

This was made clear in the cycle of debates “Educational Management: Teacher Training in the Context of BNCC” promoted by Fundação Itaú Social and Instituto Ayrton Senna, in São Paulo, on May 8. The event brought together more than 500 people, including Brazilian and international experts, public managers, academics, educators and third sector organizations to discuss the new reality.

Debaters talked about teacher training in the face of the need for curriculum innovations, noting that the challenges of teaching children today should focus on learning to enable them to understand the future world. Most important of all is that students need to have the ability to continue learning during their entire lives.

Without a good university, we will not have a good basic education, due to a lack of good teachers, the only cause of the vicious circle of intellectual hemorrhage that we suffer from. We will still have the University of the Magisterium where the student will have free access and will still receive a salary during the program.

The time has come to light up the spotlights and illuminate the scene by assigning responsibilities and protagonism, attacking the misunderstandings in the undergraduate courses, effective and efficient proposals in the selective offerings that will change radically, to an evaluative reality that never set out, discarding the old and assuming the new. This is a neuralgic point, because, until BNCC completes its full cycle, the education degrees will continue to receive the same students, the same preparations for fundamental and middle school programs. At the other end, what changes will occur in the curricula and in university contents for graduates?

The technological revolution needs to be seen as a great facilitator of the school because it will transform the way in which we will learn and teach, and the real example is the son of the taxi driver with whom I started this article. Technology allows students to become more independent in the classroom. The shift from teacher to mediator or designer of learning is an increasingly important movement for the profession. In this sense, it is necessary to invest in the development of teacher skills such as: creativity, communication, digital fluency, teamwork and project management. This process significantly changes the current model of the classroom, where content delivery is privileged, for a model in which experimentation, discovery and innovation are valued as the basis of learning construction and transformed into portfolios that are transported in different dimensions of life.

“The most important thing is to rethink the role and function of school education – its focus, its purpose, its values. The technology will be important mainly because it will force us to do new things, not because it will allow us to do better the old things,” said Cristovam Buarque.

Another challenge is the engagement of the family in school. How can cultural histories and the experience of families and communities be identified and integrated into the curriculum and increase the sense of belonging of the school as an extension of life or as a place where life projects are initially planned?

The certainty, however, is that it will not be possible to return to the 40s and 50s, when fathers and mothers were leaning with their children in “Smooth Way”, as written by Professor Branca Alves de Lima.

Today, parents live in different worlds and with their day to day problems, they have little time to contribute to their children. The great aim will be to prepare the teacher well and to stimulate the university to establish the bonds of the five points of an ideal education: student / school / teacher / family and society, the true sustainers of the country’s development. After all, education is not a task for amateurs, a theme that will conclude this series about the BNCC.

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Master of Arts in Political Science, California State University Northridge. Twenty five years experience in executive functions at Brazilian colleges and universities. Writer, lecturer. and consultant is, presently, educational editor for Brazil Monitor