Challenges in Implementing the national common curriculum database in mathematics

teacher perceptions and the role of continuing education

Abstract

This study investigates teachers’ perceptions in the early years of elementary school regarding the implementation of the Base Nacional Comum Curricular (BNCC) in the Mathematics curriculum. It seeks to answer the following question: What challenges do teachers face when applying the BNCC in practice, and how can Continuing Education contribute to this process? The research examines the challenges of curriculum standardization and the contributions of Continuing Education. The BNCC, by establishing a prescribed curriculum, aims to structure teaching; however, its implementation faces challenges, as translating guidelines into teaching practice is not a linear process. The gap between the prescribed and the enacted curriculum highlights that the effectiveness of the guidelines depends on teacher mediation and the contextualization of content to meet students’ needs. Additionally, curriculum standardization raises questions about curricular justice, as a homogeneous model may overlook regional and social diversity, making it difficult to adapt content appropriately. Adopting a qualitative approach, the study gathered data from 16 teachers in the municipality of Bom Retiro do Sul, Rio Grande do Sul, Brazil, through questionnaires administered as part of a Continuing Education program. The data, analyzed through theoretical frameworks on curriculum and Mathematics education, revealed that the BNCC still raises doubts in teaching practice. The findings underscore the importance of Continuing Education as a space for reflection and the development of strategies to make Mathematics education more meaningful and equitable.