FINALIDADES EDUCATIVAS DA BASE NACIONAL COMUM CURRICULAR (BNCC) E IMPACTOS NO CAMPO DA EDUCAÇÃO INFANTIL

Abstract

This research, developed within the scope of the Stricto Sensu Postgraduate Program Master's in Education at the Centro Universitário de Inhumas-UniMais in the research line Education, Institutions and Educational Policies (EIPE), consists of an investigation into the educational purposes of the National Common Curricular Base (BNCC) and its impacts on the field of early childhood education, with the general objective of - Understanding the historical, social and cultural context of the child, highlighting the different conceptions of Early Childhood Education and its transformations over time, in order to understand how these aspects influence the educational purposes of Early Childhood Education proposed in the BNCC. The study starts from the following question: how do the educational purposes of the BNCC impact the field of Early Childhood Education in view of the challenges of meeting the specific needs of children at this educational stage? To this end, the research has the following specific objectives: (1) To highlight and discuss the historical and social context of children in their theoretical-conceptual, political and ideological aspects, analyzing the impacts of the educational purposes of the BNCC on early childhood education; (2) To examine the legal frameworks of Early Childhood Education in Brazilian educational policies, identifying the needs and rights of children at this stage of education; and (3) To analyze the educational purposes of the BNCC and the impacts on the field of Early Childhood Education regarding pedagogical perspectives to meet the specific needs of children at this stage of education. The methodology includes a bibliographic and documentary review that examines educational legislation, including the National Common Curricular Base for Early Childhood Education (BNCC), Guidelines and Bases (LDB), No. 9,394/96, Federal Constitution (CF) of 1988, National Education Plan (PNE), Law No. 13,005/2014 (PNE), National Curricular Guidelines for Early Childhood Education (DCNEI) of 1999 and 2009, National Curricular Reference for Early Childhood Education (RCNEI) of 1999 and World Bank documents, and theoretical studies that address the integral development of the child in the first stage of basic education. For data analysis, a qualitative approach was adopted with approximations to the historical-dialectical materialist method. Discuss whether the fields of experience guarantee the rights established in the BNCC and meet the specificities of children, considering the historical, social and cultural context in which they are inserted, as well as the difficulties faced in educational policies and infrastructure. The main theoretical references incorporated in this study are: ARIÈS (1981), Vygotsky (1991), Charlot (2002), Cury (2018), Kuhlmann Jr (2000, 2002 and 2010), Libâneo (2015, 2019, 2021). The expected results consist of highlighting the educational purposes of the Common National Curricular Base and impacts in the field of early childhood education.