MATHEMATICS IN THE BNCC AND THE CHALLENGES OF EQUITY: GUIDELINES AND REALITIES IN BRAZILIAN BASIC EDUCATION

Abstract

This article discusses the approach to mathematics in the National Common Curricular Base (BNCC) and the challenges faced in its implementation, especially given the existing inequalities between urban and rural schools. The methodology used is qualitative, exploratory in nature, based on a literature review and document analysis, based on the updated versions of the BNCC (1997 and 2017), the Political-Pedagogical Projects (PPP) of two schools, one urban and one riverside, and authors such as Brasil (2000), Juzwiak and Júnior (2022), and Santos, Franqueira, and Lôbo (2024). The results indicate that, although the BNCC represents progress in proposing a mathematics education focused on critical thinking, logical reasoning, and mathematical literacy, its full implementation depends on minimum infrastructure, access to technology, and teacher training. It is concluded that the implementation of the BNCC requires public policies that promote equity, recognizing and respecting local specificities, so that mathematics can truly contribute to meaningful, critical, and transformative education.