Early chilhood education and the BNCC: The context of large-scale external assessments
This essay discusses the presence of the first stage of basic education, early childhood education (EI), in the National Common Curricular Base (BNCC), from the principle that the document impoverishes the Brazilian educational context, through a prescriptive curriculum, little autonomy and teacher...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal do Piauí (UFPI) |
| Repositorio: | Linguagens, Educação e Sociedade (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufpi.br:article/2971 |
| Acceso en línea: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2971 |
| Access Level: | acceso abierto |
| Palabra clave: | Early Childhood Education; Large-Scale External Assessments. BNCC; Educação Infantil; Avaliação Externa em Larga Escala. BNCC; Educación Infantil; Evaluación Externa a Gran Escala. |
| Sumario: | This essay discusses the presence of the first stage of basic education, early childhood education (EI), in the National Common Curricular Base (BNCC), from the principle that the document impoverishes the Brazilian educational context, through a prescriptive curriculum, little autonomy and teacher reflection, which ends up restricting the discussion on educational to improving the rates in large-scale external evaluations. Begin its argument through the context of influence that justifies the inclusion of EI in the document and then, taking the contributions of the areas of evaluation and curriculum as a reference, argues that there is a direct relationship between the Base and standardized assessments, even if, in the early childhood education, the proposal is not to evaluate child performance and/or development. It argues that the relationship between EI and the Base is directly related to the issue of literacy in preschool, since preschool children have better future school performance than the others. It concludes that the Base can lead to mischaracterization the pedagogical work endorsed in multiples languages, since it can contribute to the anticipation of the literacy process and to early schooling processes, from a mechanistic perspective, which goes against the epistemological and pedagogical principles of child education. |
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