EDUCAÇÃO INFANTIL E A BASE NACIONAL COMUM CURRICULAR (BNCC): POSSIBILIDADES E DESAFIOS DA FORMAÇÃO CONTINUADA

Abstract

Discussions about the National Curricular Common Base (BNCC) have intensified in recent years due to the approval of the final version of the document, in December 2017. As a result, municipalities have mobilized around training processes with a view to promoting the implementation of the document in educational networks. In this sense, this investigative work sought to understand the implications of the continuing education process resulting from the BNCC, revealed through the perceptions of Early Childhood Education teachers in the municipality of Mallet/PR. The specific objectives aimed to reflect on the formulation of educational policies and their role in guaranteeing the right to Early Childhood Education; present what the BNCC has for Early Childhood Education; discuss the training processes involved in the implementation of the document in the municipality of Mallet/PR and identify, based on the teachers' perceptions, possibilities and challenges for teaching practice triggered by continuing education. The research takes as reference bibliographic productions related to the theme and legitimating documents of Early Childhood Education in the historical context. It uses as instruments for the generation of data the closed questionnaire, applied to all teachers of Early Childhood Education in the municipality of Mallet/PR and the semi-structured interview directed to the Secretary of Education of the locality and to a sample of teachers. It points out that public policies are taken as regulatory and aim to standardize actions in favor of the interests of a society marked by neoliberal political organization. With the BNCC for Early Childhood Education, it is identified that the idea of a common curriculum invades the teaching ideology, which can lead to lightened solutions, without due reflection, focusing only on the fulfillment of bureaucratic aspects and the dissemination of mechanical and in casts. The understanding of the provisions of the document can be compromised, due to an endless list of objectives that convey more the impression of a model ready to be followed in teaching practice, than a space for discussions, analysis of the context itself and the reaffirmation of the teaching practice. teaching autonomy. It concludes that strengthening the process of continuing education within educational institutions, providing moments of active participation by teachers, with a view to reaffirming Early Childhood Education as a unique and essential phase in the development of children, becomes an assertive way to consolidate the rights of children overcoming the prescriptions at the speech level.