National Common Curriculum Base: tensions between the political context and teaching in Early Childhood Education

Abstract

This work aims to analyze possible tensions between the political context in which the National Common Curricular Base (BNCC) was implemented and the governance of the conduct of Early Childhood Education teachers. Methodologically, the research draws on contributions from authors in the post-critical theoretical field and studies developed by Michel Foucault. The normative document, the National Common Curricular Base, referring to early childhood education, was used as the analytical corpus. Employed in a discursive documentary analysis, the Base was understood as a discursive strategy for governing the conduct of teachers. To this end, we used the concept of governance as a theoretical-analytical tool. In this context of investigation, it can be seen that the BNCC seeks to guide the organization of pedagogical work with young children, following prescriptions engendered in the logic of competencies and skills, related to neoliberal rationality. The discourse analysis carried out on the document indicates that, by incorporating universalizing knowledge for all subjects in early childhood education, the BNCC strategically uses the theorization of fields of experience. The research considers that, strategically, discursive practices constitute a specific network of knowledge and power that defines and governs the education of children in contemporary times, making use of discourses taken as truths for teaching in Early Childhood Education.