COMMON NATIONAL CURRICULAR BASE:

conceptions and implications for childhood education

Abstract

With the approval of the National Common Curricular Base (BNCC) in 2017, there were many discussions and analyzes, both for the way the document was finalized and for the changes and modifications it
underwent. Based on a documentary analysis and interviews with consultants from the 1st and 2nd versions of BNNC, this article sought to understand the guiding concepts in the final version of the BNCC and what are the possible implications for Early Childhood Education. The results of the analyzes show that the curriculum for Early Childhood Education in the final version of the BNCC focuses on the learning objectives linked to the logic of education by skills, which breaks with the 1st and 2nd version of the BNCC. Although it is not possible
to evaluate the developments of the BNCC and the curriculum in the daily life of early childhood education institutions, the formatting of the final version of the document, its conceptual affiliation, gives us clues to some impacts that may occur in early childhood education, among which we highlight : the possibility of the Fields of Experience being taken as a discipline, of the curriculum being conceived as a prescriptive document, of
the centrality in the process of acquiring written language and evidence of the implementation of large-scale assessment for this stage. We emphasize that these impacts are at odds with what we defend and think of as an appropriate curriculum for early childhood education.