After three years since the approval of the National Curricular Common Base (BNCC), in
December 2017, for Early Childhood Education (EI) and Elementary Education (EF), we felt
the need to investigate how this implementation process was taking place. Since, in a
collaborative way, the mission was given to the federated entities to implement the document,
leaving the teaching networks and public and private schools to (re)build their curricula
considering the proposals of the new regulations. The objective of this research is to understand
how the implementation of the BNCC in Early Childhood Education (EI) is taking place, based
on the conceptions and positions of educators who participated in the construction and
implementation of this document at EI, regarding the Field of experiences, Listening, speaking,
thought and imagination. Consequently, we aim to show how the ECs proposals in question,
with a view to stimulating orality, writing and imagination linked to the appreciation of
childhood, from the provisions on imagination, creativity, daydreaming, toy and play are being
guided by the regulations and understood by the research participants. And to give the
interviewees the opportunity to mention what is working and also what is not being effective in
the implementation of the BNCC for EI, promoting reflections and (re)knowledge regarding
the theme. This is a study with a qualitative approach, supported by the case study, having as
technical procedures, document analysis, bibliographic research and semi-structured interviews
and the content analysis method for data analysis. Thus, we developed a methodological course
marked in the light of a comparison of the propositions of official documents and the reality
conceptualized by these educators. Data analysis allowed us to identify the existence of
divergences and absences in the BNCC-EI in relation to play, toy, creativity, daydreaming and
imagination, which may be related to neoliberal ideas, which aim to subjectivize the citizen and
the future worker from their very beginning. childhood, directing education towards the
formation of the desirable job market. In view of this, we reinforce the need for training that
reinforce the importance of imagination, creativity and daydreaming, the toy and play within
early childhood education for both the teacher and the child, as we consider that the BNCC-EI
does not sufficiently guarantee in its text, the beginning of the evolution of these capacities and
the use of these means in EI
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