Dos PCNs à BNCC: o que mudou no currículo dos anos iniciais e finais do ensino fundamental?

Abstract

This article analyzes the changes promoted in Elementary Education - Initial Years from the implementation of the National Common Curricular Base - BNCC, demonstrating what can be considered expansion or innovation in relation to the PCNs. It highlights as a central point of the changes the appeal to the continuous construction of skills and abilities by students during their formative process throughout basic education. It consists of exploratory research, of a bibliographic and documentary nature, which undertakes a review of the BNCC approach to training in the initial years of elementary school that favors the literacy process, highlighting the differences inherent to the initial and final years of elementary school, as well as the respective collaborations and interfaces of these formative times of basic education, in view of the humanistic and civic construction. Without exhausting the discussion of the topic, this work points to possible reflections regarding teaching performance for the development of children at this stage. The study pointed out that the contributions of the BNCC are on the path or even improvement of what the PCNs already thought in the field of curriculum, and the latter universalizes the concepts of competencies and skills. It is concluded that the guidelines advocated by the BNCC do not nullify those already defended by the PCNs, but on the contrary, they improve and bring our forms and conceptions regarding the exploration of the curriculum with a view to teaching-learning focused on what is defended in the development of social practices.