PCN x BNCC: um estudo comparativo na unidade temática números

Abstract

This work analyzes and compares the National Curriculum Parameters (PCN) and the National Common Curriculum Base (BNCC) in the teaching of Mathematics in Elementary School, with emphasis on the Thematic Unit of Numbers. The justification is based on the need to understand the guidelines that guide Brazilian education, highlighting the changes in curricular documents and their impacts on pedagogical practice. The objectives include identifying similarities and differences between the PCN and BNCC in relation to structures, pedagogical conceptions, organization of content, and proposed methodologies, highlighting continuities and ruptures. The methodology used is document analysis, examining teaching conceptions, thematic axes, and competencies present in each document. The results demonstrate that the PCN, in force until 2017, prioritized civic education and problem-solving, organizing teaching in cycles. The BNCC, approved at the end of 2017, is a normative document that defines essential learning outcomes for each school year, articulating general and specific competencies and detailing skills for each stage of Basic Education. Both value logical thinking and contextualization; however, the BNCC stands out for its greater detail in skills, national standardization of learning outcomes, and emphasis on the use of technology. It can be concluded that, although they share fundamental principles, the BNCC is strongly aligned with external assessment policies, structuring its skills to meet the demands of these assessment systems, which directly impacts the organization of teaching and pedagogical practices.