APRENDIZAGEM NA INFÂNCIA DIÁLOGOS ENTRE OS REFERENCIAIS CURRICULARES NACIONAIS PARA A EDUCAÇÃO INFANTIL, AS DIRETRIZES CURRICULARES NACIONAIS PARA A EDUCAÇÃO INFANTIL E A BASE NACIONAL COMUM CURRICULAR

Abstract

The historical process of building the identity of Early Childhood Education has developed from tensions that result in different positions on the purposes of this school stage. The curricular organization has been constituted in a sinuous way, in face of the constant challenges to conceive a proposal that meets the specificities of children’s learning and development. The present text intends to verify advances and gaps present in the official curricular documents, such as RCNEI, DCNEI and BNCC, to promote conditions that allow the construction of an integrative vision on aspects that favor children’s learning and development. This is a bibliographic research based on studies on childhood and analysis of works that addressed discussions on the curricular proposals for Early Childhood Education. Even with the identified gaps, the documents analyzed represent the movement of educational policies and advances can be identified in the construction of the identity of Early Childhood Education.