ANALISANDO DOCUMENTOS NORMATIVOS DA EDUCAÇÃO INFANTIL: RCN/EI, DCN/EI E A BNCC

Abstract

This work analyzes the possible dialogues between the National Curricular Reference for Early Childhood Education, National Curriculum Guidelines for Early Childhood Education and the National Curricular Common Base. Such an approach is justified by the need to highlight the main changes that the documents mentioned above favor in children's learning and development. The objective proposed in this study is to identify changes that have occurred in the set of documents, which may contribute to the advancement of discussions on the official curriculum of early childhood education. This is a literature review carried out by reading works and scientific articles basically from the Scientific Electronic Library Online-Scielo. The present study verified the advances and gaps present in the official curriculum documents: RCNEI, DCNEI and BNCC. There was a relative effort to characterize the pedagogical intentionality of didactic actions related to children's learning, but, many times, the specificities of children were neglected, mainly with regard to their role. There are indications that the organization of documents has been constituted in a tortuous way, in the face of the constant challenges of conceiving a proposal that really fulfills the nature of learning and the nature of the child. However, despite the gaps identified, the documents analyzed represent important educational policy discussions on curriculum and the advances identified indicate significant movements in the construction of the identity of early childhood education.