The National Curriculum Parameters (PCN) and the Common National Curriculum Base (BNCC):

Reflections

Abstract

Brazil has experienced, in the last 20 years, pedagogical proposals that involved, from the PCN (BRASIL, 1997) to the BNCC (BRASIL, 2017). Thus, the aim is to analyze the changes and contributions in the teaching and learning processes that occurred during this period. This is a qualitative, exploratory and descriptive research, through content analysis. To obtain the data, an electronic questionnaire was applied following the Likert scale model. The responses of 10 teachers from three municipal schools in Fortaleza-Ceará were analyzed. The analyzes show that the teachers know the PCN (BRASIL, 1997) of Mathematics and emphasize that the document contributed to their pedagogical practice. About the BNCC (BRASIL, 2017), the teachers report that they learned about the document during continuing education and use it in the preparation of the lesson plan. It is concluded that the PCN (BRASIL, 1997), as a guiding document, played an important role during the last two decades, in curricular orientation. The BNCC (BRASIL, 2017), as a normative document, needs to be better worked on/to improve teaching practice.