Learning and development in children education: contributions of the National Curricular Guidelines and the Common National Curricular Base for this discussion
The purpose of this text is to reflect on the indications of the Federal Constitution (CF), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Curricular Common Base (BNCC) for the debate on the learning and development of infants and children in Education unit...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Recursos: | Universidade Nove de Julho (UNINOVE) |
| Repositorio: | Revista Dialogia (São Paulo. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.uninove.br:article/11455 |
| Acesso em linha: | https://periodicos.uninove.br/dialogia/article/view/11455 |
| Access Level: | acceso abierto |
| Palavra-chave: | Early Childhood Education. National Curricular Guidelines. National Common Curricular Base. São Paulo´s School Curriculum. Educação Infantil. Diretrizes Curriculares Nacionais. Base Nacional Comum Curricular. Currículo de São Paulo. |
| Resumo: | The purpose of this text is to reflect on the indications of the Federal Constitution (CF), the National Curriculum Guidelines for Early Childhood Education (DCNEI) and the National Curricular Common Base (BNCC) for the debate on the learning and development of infants and children in Education units and therefore how these documents can focus on the integral development of children. From the critique of educational perspectives in the last thirty years for children from zero to six years, we understand that educational units need to make choices and clearly express their pedagogical intentions in order to make a public commitment to human formation. Formulating goals with the children, families and community defined and sharing them means to take a proactive look at expanding, deepening and complexifying the children's understanding of themselves and the world they inhabit in an egalitarian way and to recognize the school as a formative institution of citizenship. Finally, it presents the discussions that took place in the reformulation of the curriculum of the Municipality of São Paulo based on these documents, their limits and possibilities. |
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