IMPACTS OF THE NATIONAL COMMON CURRICULAR BASE ON INITIAL AND CONTINUING TEACHER TRAINING

Abstract

This article examines the impacts of Brazil’s National Common Curricular Base (BNCC) on initial and continuing teacher education in Brazil, emphasizing challenges and tensions arising from its implementation in the contemporary educational landscape. Using a qualitative approach based on bibliographic and documentary research, the study explores how BNCC guidelines reshape teacher education processes in higher education institutions and in-service training programs. Findings suggest that the BNCC significantly restructures teacher education curricula while also deepening tensions between curricular standardization and professional autonomy. The analysis highlights difficulties in linking theory and practice, risks of pedagogical homogenization, and the strengthening of a regulatory logic in teacher education. The study concludes that the effectiveness of the BNCC depends on critical, context-sensitive continuing education policies that preserve teacher autonomy and adequately address the diversity of Brazilian educational settings. It also points to the need to balance standardization and flexibility in national curriculum policies.