Base nacional comum curricular: percepções de profissionais da educação infantil sobre a política e seu processo de implementação

Abstract

The National Common Curricular Base, the current curricular policy, presupposes the alignment of the Union, federal district, states, and municipalities in the construction of curricula, pedagogical proposals, and lesson plans, guided by the national basic reference. Although the Base is perceived as a controversial document by the academia in general, in Early Childhood Education, due to the strength, certain unity, and active work of the members and movements in the field, the approved text managed to maintain the main educational specificities of children, ensured since the National Curricular Guidelines for Early Childhood Education (Brazil, 2009a). Therefore, understanding what educators in this stage think about the National Common Curricular Base and how its implementation process has been occurring seems relevant, as it is at this moment that policy comes to life, in the concrete educational context, through the actions of teachers, managers, and the entire school community. For this reason, this study aims to identify the perceptions of teachers about Early Childhood Education regarding the Base and to understand how the implementation process of this policy has been constituted. For this purpose, a case study was developed, conducted at the Education Department of Coronel Pacheco, Minas Gerais. The sample consisted of the eight professionals who make up the teaching staff of Early Childhood Education in the city. During the methodological journey, semi-structured interviews were conducted with the research participants and document analysis of pedagogical documents of the institutions. As the investigation progressed, the data revealed that the process of producing the Base text at the local level does not seem to have been experienced by educators, or at least not actively, as the majority do not have recollection of the process. Furthermore, moments of continuing education on the policy, by the perception of the professionals, seem not to have occurred or happened in an incipient and not significant way. The research also showed that, although the professionals advocate the importance of the existence of a curricular reference and believe that the Base has brought contributions to Early Childhood Education, this document has not yet been effectively considered in the construction of teachers' plans and in the school routine, alongside the children.