The objective of this paper is to present a theoretical discussion on the relationship between teacher autonomy and the implementation of the national curricular proposal in Brazil, Base Nacional Comum Curricular (BNCC), especially with the increase in the use of online platforms by teaching networks. In addition, increased circulation of this government policy. This dialogue brings the BNCC to the Base Nacional Comum Curricular for the Base Nacional Curricular para a formação de Professores (BNC-formação) and on paths in defense of teacher autonomy from the local context. In Brazil, the implementation of the BNCC raises important questions about the balance between curricular standardization and the autonomy of schools and teachers, as well as the need to meet demands and needs that are not homogeneous. We understand that it is in the contextual space of each school that the school ...