O CURRÍCULO NA EDUCAÇÃO INFANTIL

Abstract

This study discusses understanding the curricular proposals in early Childhood Education and how the organization of pedagogical work is constituted from the perspective of official documents and legislation that govern educational processes in the Brazilian context. Therefore, it aims to understand the possibilities of organizing the curriculum in early Childhood Education through conceptions, principles and guidelines at the national and regional levels. We understand that for the integral development of the child, in addition to an environment rich in possibilities and challenges, it is essential to use curricular references with principles and pedagogical guidelines that guide the practices of professionals at this stage of basic education. As a methodological path, we chose a qualitative investigation under the bias of bibliographic and documentary research related to the construction of the curriculum for Early Childhood Education, supported by authors such as Sacristán (2000), Silva (2019) and Ariès (2011), in addition to the Federal Constitution (1988), National Education Guidelines and Base Law (1996), National Curriculum Guidelines for Early Childhood Education (2010), Common National Curriculum Base (2017). Despite the importance of curriculum proposals in early childhood education, we pay attention to the children's curriculum, thus, the studies carried out point to the need for a balance between caring and educating for early childhood education as it was seen despite the contributions of academic research to reality in early childhood education, it still presents numerous challenges in the pedagogical proposals that aim at the integral development of the child.