Resumen

BARBOSA, Maria Carmen Silveira  y  FLORES, Maria Luiza Rodrigues. Common Curricular National Base for Children’s Education: guarantee or threat to the consolidation of the stage identity?. Conjectura: filos. e Educ. [online]. 2020, vol.25, e020043. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v25.e020043.

The objective of the article is to highlight some disputes around the identity of early childhood education, exploring as a central theme the processes of construction and implementation of the Common National Curricular Base for the first stage of basic education. To contextualize our argumentation, we put the Base in dialogue with other changes in the field of educational policies, which affect the curricular organization, such as the Reference Document for the Basic Education Assessment System, the National Literacy Policy and the Common National Base for the Formation of Teachers of Basic Education, guidelines or norms that aim to produce curricular (re) definitions, with consequences for the education of children in daycare and / or preschool. The methodology included bibliographic review and document analysis, including the guiding documents for policies prepared by the Ministry of Education and the country’s recent legal system the literature review points out that transnational commercial interest groups are gaining more and more space in the formulation of educational policies in Brazil, together with other collectives linked to neoconservative and anti-scientific matrices. The repercussions for the organization of the provision of early childhood education are analyzed based on studies that address the curriculum specificities of the education of children up to six years old, questioning the use of standardized models of education, standardized proposals for the initial and continuing teacher training and the realization of large-scale evaluations. Given the legal requirement for implementing the Base, we argue about the importance of the movements for (re) reading this document to be carried out in spaces aimed at continuing education in service at the local level. This would be a condition to effect the construction and experience of more contextualized curricula, designed based on the national document, but moving beyond this, in order to guarantee the protagonism of professional teams and to place concrete children at the center of the planning process, promoting practices activities in line with the rights of learning and development, in dialogue with the National Curriculum Guidelines for Early Childhood Education.

Palabras clave : Early Childhood Education; BNCC; Curricular policy; Continuing education; Curriculum.

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