Abstract: Recognizing the importance in the current context of national curriculum policies for Early Childhood Education, anchored in the National Common Curricular Base (BNCC), coupled with the concern that meets national research on the definitions or indefinitions of guidelines, which ensure that the rights and learning of children children are respected. Thus, the BNCC is presented as a document that will guide the practices to be developed in early childhood education based on its legal standardization. However, at the time this work was produced, it was not of full practical knowledge of teachers at this stage because it is a document still in the process of standardization. Thus, this work of conclusion of the course at the master’s level intended to collaborate with discussions in the scope of Educational Sciences, both in documentary terms, when discussing aspects related to BNCC, and in empirical terms, when verifying the applicability of this document, especially in relation to the ways in which teachers deal with this reality in the classroom, after all, this is the final function of any public policy or theory in relation to education. Thus, the present study discussed the ways in which the main official documents of the Ministry of Education (MEC) throughout the history of Early Childhood Education have addressed the curriculum of this stage, in addition to reflecting on the views of teachers of municipal day care centers in the city of Patos-PB on the curriculum and possible contributions of the BNCC. The empirical locus of this research was chosen as a representative point of the Paraíba hinterland region, and aims to portray the way in which these public policies can be understood, without, with this, the intention of exhausting the debate on the topic, so little ambition that this cut, in terms of field research, will account for the whole reality at the educational level. In order to achieve the proposed objectives of this course conclusion work, it was necessary to conduct a qualitative collaborative research that involved incursions within the Educational Sciences. It was developed with 102 teachers who work in eleven (11) kindergartens in Early Childhood Education in the city of Patos – PB in order to understand the social world of students. Finally, this research proved to be able to expand the ideas related to concepts such as curriculum, child, early childhood education and autonomy, not being limited to what was put in theoretical terms, but looking for new answers through field research. In this way, the BNCC is shown as a fundamental pillar in this process that comprehends the understanding of the relationship between the curriculum, the teacher andeducation in a broad way.

Keywords: Child Education Curriculum; BNCC; Kindergarten teachers.