BNCC IN PRACTICE: IMPACTS OF TEACHER PROFESSIONAL DEVELOPMENT ON PEDAGOGICAL PLANNING AND COMPETENCY-BASED ASSESSMENT

Abstract

This article analyzes the impacts of teacher professional development on the implementation of Brazil’s National Common Core Curriculum (BNCC) in everyday school practice, focusing on pedagogical planning and competency-based assessment. This is a qualitative bibliographic study based on the review and analysis of recent academic publications and official documents addressing competency-based curricula, continuing teacher education, and assessment practices. The findings indicate that professional development, when continuous and closely connected to the school’s concrete needs, supports more intentional planning by improving the alignment among targeted skills, teaching strategies, and learning evidence. Regarding assessment, the literature points to progress in the diversification of tools, the strengthening of process-oriented monitoring, and the use of more formative feedback, helping assessment move beyond a purely classificatory approach. However, challenges remain, such as limited time for collaborative planning, insecurity in defining assessment criteria, and the risk of bureaucratic implementation focused mainly on documentation. The study concludes that effective BNCC implementation depends on integrating situated professional development, institutional support, and the consolidation of an assessment culture consistent with competency development.