BNCC NO CONTEXTO DE DISPUTAS: implicações para a docência.

In this paper, I situate the context of disputes that marks the production of the New Brazilian National Curriculum (known as BNCC) for basic education and its implications for teaching. This normative political text intends to guide curriculum models for the basic school and also defends in its presentation the articulation of other policies such as the production of didactic-pedagogical material, evaluation, and teacher training. For the initial and continuing training of teachers, the idea of a common national curriculum impacts new standards that tend, like the BNCC, to discursively strengthen the idea of a common base for teaching associated with basic education and instrumental curricular models. In this paper, I intend, based on Laclau and Mouffe's Theory of Discourse, to interpret the meanings that have implications for teaching in their initial and continuing education with a focus on the signifier: base. In the context of the normative production for teacher training, we verified that it defends the curriculum based on competencies, the link between the result of the students 'performance and the teachers' performance referring to the context of disputes over the National Curriculum Guidelines (2001, 2002), approved during Fernando Henrique Cardoso's government. Focusing on the National Council of Education (CNE) normative for teaching (2019, 2020) I problematize the articulations that are mobilized around the signifier Base. [ABSTRACT FROM AUTHOR]