Educação infantil e currículo no Brasil: entre documentos e práticas

Abstract

Since the Law of Guidelines and Bases (Federal Law No. 9394/1996 - LDB), Early Childhood Education has been recognized as the first stage of Basic Education. This is an important recognition, since for a long time the education of young children was considered the responsibility of families and the care offered by existing institutions was limited to almost exclusively welfare-based care for poor families as a means of meeting their needs as working parents. Currently, the curricular definition of early childhood education in Brazil is governed by the National Curricular Guidelines for Early Childhood Education (BRAZIL, 2009) and the National Common Curricular Base (BNCC) (BRAZIL, 2018), which presents proposals for all levels of education, including Early Childhood Education. This work is the report of a research project in progress that aims to analyze the curricular aspects of the development of educational work in Early Childhood Education in the city of Três Lagoas/MS/Brazil, as well as the theoretical concepts that guide it. This is a bibliographic and documentary research that seeks, based on the reading and analysis of legislation and the main documents on Early Childhood Education, as well as authors who discuss the subject, to understand the conceptual basis present in the Brazilian Early Childhood Education curriculum proposal and the way in which individuals appropriate it, taking as a point of analysis the early childhood education offered in the city of Três Lagoas/MS. I believe that the reflection on the documents and practices should be guided by training, pedagogical work and ongoing training, so that teachers can appropriate these documents and that this helps and guides them in work that brings meaning to themselves and to the child.