Pedagogy of Childhood(s) and the National Common Curricular Base: Perceptions of Early Childhood Education Professionals in Vacaria (RS)

Abstract

This article analyzes and reflects on how Pedagogy of Early Childhood(s) can contribute to the implementation of the National Common Core Curriculum (BNCC) in the Early Childhood Education stage and contexts in the municipality of Vacaria (RS). The theoretical framework encompasses authors in the fields of childhood studies and public policy. It is a qualitative investigation, employing documentary research and focused interviews. The field research was conducted from February to November 2020 with fifteen early childhood education professionals in the municipality of Vacaria. Data were collected through interviews and interpreted using Mayring’s qualitative content analysis method, considering that this technique enables an objective, systematic, and qualitative description of the collected content, thereby facilitating interpretation. The results indicate that Early Childhood Education can contribute to the implementation of the BNCC in that it: a) proposes a pedagogical practice based on learning and development rights; b) considers children as subjects of rights; c) breaks with the welfare and schooling-oriented view of Early Childhood Education; and e) values different childhoods. In summary, theoretical and empirical analyses have shown that early childhood education professionals need to see in childhood pedagogy the possibilities for building a more just and humane society for all, valuing the diverse cultures of childhood and conceiving children as protagonists and agents of their history and culture. Furthermore, we must rethink the specific training of professionals working in these spaces and the ramifications of public policies, to collectively build a quality education system that is in line with the concepts of Childhood Pedagogy, so that children can enjoy their rights.