Base Nacional Comum Curricular da educação infantil e a formação continuada: percepções de docentes em Oeiras-PI

Abstract

This research addresses the topic of continuing education and the Brazilian National Common Curriculum Base (BNCC). It highlights the process of developing the BNCC, its historical and political context, the debate on its implementation, and discussions about the training offered, challenges, strategies, and influences on the educational environment and agents. Its general objective was to analyze the perceptions of early childhood education teachers in the municipal network of Oeiras, Piauí, regarding this training process, focusing on the document. The argument was constructed from a critical analysis of the questionnaires, based on authors such as Nogueira and Borges (2023), Gasperi, Martins and Emmel (2022), Aguiar (2018), Barbosa(2019), Bachtchen and Lira (2024), and Santos (2022), and on current educational legislation related to early childhood education. It seeks to analyze these professionals' perspectives on continuing education actions related to the BNCC in the municipality of Oeiras-PI. A qualitative approach was used, employing a questionnaire with six open-ended questions as a data collection instrument. Based on the responses, it was found that the operationalization of the BNCC (National Common Core Curriculum) is still a complex process, marked by tensions, challenges, and the difficulty of articulating the fields of experience with local realities. The gap between normative guidelines and real working conditions generates frustration and limits the reach of the document's proposals. Furthermore, the study revealed the Secretariat's effort to promote study and reflection on the BNCC, demonstrating a commitment to teaching practice. However, these actions still occur sporadically, with an emphasis on information transmission and little continuity, which weakens the impact on pedagogical practice. Finally, it was found that continuing education has the potential to improve teaching work when it is continuous, participatory, and aligned with the real needs of schools. It is concluded that the effective implementation of the BNCC depends on policies that ensure time, resources, and pedagogical support, as well as valuing the teacher as a protagonist in the collective construction of knowledge and in the promotion of critical and meaningful practices. In other words, it is understood that there are initiatives, however, they are not consistent and are far removed from the reality of schools, highlighting the gaps in the practical implementation of the BNCC guidelines. Thus, it is emphasized that strengthening this type of training is essential to consolidate the BNCC in Early Childhood Education, requiring public policies that guarantee time, continuity, resources, and teacher appreciation. Keywords: BNCC; Early Childhood Education; continuing education; teacher perceptions.