Educação infantil no contexto da base nacional comum curricular: estudo sobre as pesquisas em nível de pós-graduação stricto sensu no período de 2018 a 2024

Abstract

This research focuses on the National Common Curricular Base for Early Childhood Education (BNCCEI). In this sense, it is justified by the urgency of reflecting on the BNCC and its implications for early childhood education, as well as by its contribution to the scientific field through the analysis of a recent curricular document in the area of early childhood education, offering insights for possible studies and reflections, especially among teachers. The research is linked to the Research Line Society, Knowledge and Education of the Graduate Program in Education (PPGE) at the Western Paraná State University (Unioeste), Francisco Beltrão campus, Paraná, Brazil. For the development of this research, the following problem was established: What do studies in early childhood education conducted between 2018 and 2024 indicate about the BNCCEI? From this central problem, other questions emerged: Which agenda does the BNCC serve in the current context? Which concept of Early Childhood Education does the BNCC reinforce? What are the main categories of analysis identified in the studies? In which regions are these studies most concentrated? What themes do the studies address regarding the BNCCEI? Which theoretical framework predominates in the studies? Based on these questions, the general objective of the research was defined as analyzing academic research in education, at the stricto sensu graduate level, and its findings regarding the National Common Curricular Base for Early Childhood Education, considering the period from 2018 to 2024. To achieve this objective, the following specific objectives were established: to understand the historical milestones of early childhood education up to the approval of the BNCCEI; to investigate and understand the process through which the BNCCEI was developed, as well as its theoretical and methodological foundations; to conduct a survey of academic research, such as dissertations and theses in the field of education concerning the BNCCEI; to analyze the findings of these studies regarding the BNCCEI; and to present the state of knowledge through categories and subcategories. A qualitative approach and content analysis (CA) were adopted, using documentary research and theoretical-bibliographic study as technical procedures, grounded in the method of historical-dialectical materialism. The research results indicate that the BNCC responds to the determinants of the neoliberal agenda of capital and presents itself as a setback in the field of curricular policies for early childhood education, within a model of curricular standardization, control, alignment of pedagogical practices, devaluation of teachers, and restriction of teaching autonomy. The study highlights the need for continuing education for teachers working in early childhood education from a critical perspective, promoting a deeper theoretical understanding of the foundations and prescriptions of the BNCCEI in order to interpret and analyze the document while repositioning teaching contents. Furthermore, the research defends teaching and the need for the development and organization of a curriculum for early childhood education understood as an educational project that organizes the contents and knowledge of humanity’s cultural heritage to be taught and appropriated by children.