Common national curriculum base

competências, habilidades e o planejamento escolar

Abstract

This article addresses the theme of the Common National Curricular Base, and aims to address how to relate competences and curricular skills with a focus on didactic planning. This approach has a qualitative nature and the methodology used is the bibliographic, taking BNCC (2018), Arroyo (2013), Sacristán (2017) as the theoretical framework, among others. Initially we seek to conceptualize competencies, then the curriculum in a critical historical context. And in a more didactic connection, we saw planning as a source of conducting the routines performed in the school, its challenges and perspectives in the face of the reflection action to teach and learn well. The teacher's responsibility is based on studying and planning actions that integrate children in school for literacy at the right age and for concrete social inclusion. It is concluded that the BNCC must be easily accessible to every educator, in order to assist them in the reconstruction of viable didactic paths.