Perceptions of teachers and managers on the implementation of BNCC in a municipal education network in the south of Minas Gerais

Abstract

This text aims to analyze how teachers and administrators of the initial years of Elementary School in the municipal education system of a city in the South of Minas Gerais perceive and interpret the implementation of the BNCC and how this affects their teaching practices. The methodology used was a qualitative approach, specifically data collection through questionnaires answered by 23 teachers and 9 administrators of the municipal network studied. The results show that the teachers and administrators believe that the practices they develop are approved by the BNCC proposal, even though there are still challenges to be overcome in meeting the demands that emerge from the context in which they work and that need to be considered when carrying out planning. They acknowledge the need for constant adaptations, highlighting the diversity of contexts and practices — an aspect that requires attention in the implementation of the BNCC. We understand that, despite the challenges inherent to any change and implementation of educational and curricular policies, the participants in the research work to implement them in a conscious and committed manner. We understand the BNCC as the guide for their work and, therefore, a document to be followed. However, we express our desire to learn more about the document and the possibilities of its use in professional practice that it provides for the benefit of student learning.