BNCC AND EARLY CHILDHOOD EDUCATION – CHILD DEVELOPMENT THROUGH EXPERIENCES, ACTIONS AND INTERACTIONS IN LEARNING IN THE CLASSROOM

Abstract

This article analyzes, in the light of the National Common Curriculum Base (BNCC), the ways in which child development is promoted through experiences, actions and interactions lived in the Early Childhood Education classroom. Starting from the understanding that children are active, powerful subjects in constant construction, we investigate how the rights of learning – learning to live together, play, participate, explore, express and know oneself – are mobilized in the school routine. For this, we reflect on pedagogical practices that value listening, curiosity and child protagonism, as we understand that development does not occur in a linear way, but is built in the meaningful exchanges between child, educator, space and culture. Thus, we discuss how the fields of experience proposed by the BNCC can contribute to an integral education, which recognizes the uniqueness of each child and the importance of affection, time and body as mediators of learning. Therefore, this study aims to analyze how the BNCC materializes – or not – in the pedagogical practices of Early Childhood Education, pointing out ways for an education that welcomes, inspires and transforms. That said, we ask: How do the experiences, actions and interactions lived in the Early Childhood Education classroom contribute to the integral development of children, as proposed by the BNCC? To do so, theoretically, we made use of the works of Piaget (2011; 2002; 1999; 1997; 1969; 1948; 1929), Bruner (2010; 1996; 1983), Gardner (2011), Bruce (2010; 2008), Vygotsky (2020; 2018; 2007), Bento (2012), Garvey (1977), Oliveira (2014), Edwards, Gandini and Forman (1998), Andrade (2010), Nono and Guimarães (2016), Carvalho and Fochi (2017), Sarmento et al. (2015). The research is qualitative (Minayo, 2007), descriptive and bibliographic (Gil, 2008) and with comprehensive analysis (Weber, 1949). The research showed that, although the BNCC proposes an approach centered on listening, playfulness and child protagonism, there are tensions between the "prescribed curriculum" and the "lived" in the pedagogical practices of Early Childhood Education. It was identified that learning rights are mobilized unequally in institutions, sometimes as formative principles, sometimes as bureaucratic requirements. The most powerful practices were those that integrated body, time and affection as mediators of learning. It was also observed that projects such as "Children's City" reinforce the importance of child participation. Finally, it is concluded that active listening and teacher intentionality are keys to a transformative and meaningful education.