BNCC and BNC curriculum policies - training in the context of early childhood education

reflections for the education of ethnic-racial relations

Abstract

This article deals with the Common National Curriculum Base and the Common National Base for the Initial Training of Basic Education Teachers (BNC-Training), in the context of Early Childhood Education, problematizing the issue of education in ethnic-racial relations. It is a study and research guided by a critical reading of the text and context of the documents on screen. It is assumed that education policies, in general, and particularly those directed to EI, have been configured as a field of dispute, in which the State has an important role in regulating the curricula and teacher training. Thus, there is a return of curricular conceptions in tune with the neoliberal logic, which defends the right to education as a service, with the maximization of profit and the perpetuation of inequalities, which disregard the identity of children from the working classes, who are generally blacks; because, according to such conceptions, it is necessary to form docile human beings, instrumentalized and mere applicators of techniques, since the Child Education. In addition to criticism, it is necessary to think about training, actions and proposals for the realization of an anti-racist education since the Child Education.