Currículo por competências: uma análise da BNCC da educação infantil a partir da pedagogia histórico-crítica

Abstract

The present work is based on the early childhood education curriculum and understands this stage as one in which children leave direct contact with their families and begin to live, participate and socialize with children and adults, in an early childhood education institution, from a perspective which is structured around educating and caring. However, based on the Competency Curriculum, we seek to answer the question: How does the Competency Curriculum support the Early Childhood Education curriculum at BNCC? And, as a subsidiary question: What impacts could this have on working class children? This research has the general objective of observing the presence of the concept of competency pedagogy in official documents on the Early Childhood Education curriculum, particularly in the BNCC with contributions from some authors such as Saviani and Vigotski. The research is bibliographic and has a qualitative approach, which was carried out through books, articles and official documents. The study of this topic made it possible to observe the presence of the organization of the early childhood education curriculum from a Competency-based Curriculum perspective, which impacts not only on practices pedagogical aspects within the school, but in the human formation of this child, especially those who are sons and daughters of the working class.