Base Nacional Comum Curricular: Perspectivas da Educação Ambiental na Educação Infantil

Abstract

A Base Nacional Comum Curricular apresenta seis eixos fundamentais no âmbito da educação infantil: Conviver, Participar, Brincar, Explorar, Expressar e Conhecer-se. Neste sentido, o presente estudo analisa os elementos dos processos explícitos no documento que se efetivam nas ações educativas na perspectiva da Educação Ambiental. Assim, o objetivo desta pesquisa foi analisar os elementos dos processos explícitos na Base Nacional Comum Curricular e sua efetivação nas ações educativas de Educação Ambiental através de práticas pedagógicas inovadoras que possam incentivar a tomada de consciência e possibilidades de intervenções para atender aos eixos e competências propostos pelo documento. A metodologia é de natureza qualitativa, documental e bibliográfica. O documento de análise foi a Base Nacional Comum Curricular. As discussões fundamentaram-se em Maria Carmen Barbosa (2020), Paulo Fochi (2016), Sauvé (2016) e Loureiro (2015). Sua organização seguiu os pressupostos da Análise Textual Discursiva de Moraes e Galiazzi (2016). Os resultados demonstraram que no documento analisado, o conceito de Educação Ambiental é pouco mencionado em relação ao tema socioambiental. Para contemplar as proposições presentes na base, o professor precisa envolver os problemas reais e a realização de atividades de proteção e melhoria de forma contínua e permanente. Permitir que a Educação seja contemplada de forma que sensibilize as crianças para com a vida e para consigo, assim como torna evidente a magnitude de abordagens sobre a Educação Ambiental na Educação Infantil.

A Critical History of Formal Pedagogical Strategies for the Valorization of Cultural Heritage in Brazil

“…Since BNCC is a base document for the elaboration of school curricula and pedagogical proposals in education networks, it follows the ethical, political, and aesthetic principles aimed at integral human formation and construction of a fair, democratic, and inclusive society [34]. This first definition shows an attempt to work according to the aforementioned liberating education proposed by Paulo Freire.…”

“…The 1988 Constitution, specifically, Article 205, was one of the legal frameworks that supported the BNCC elaboration. It recognizes education as a fundamental right shared among State, family, and society by determining education, the right of all and the duty of the State and the family, will be promoted and encouraged with the collaboration of society towards a person's full development, preparation for the exercise of citizenship, and qualification for work [3,34]. Also important is Article 210, which recognizes the need for minimum content to be set for elementary education, in order to ensure common basic training and respect for national and regional cultural and artistic values [3,34].…”

“…It recognizes education as a fundamental right shared among State, family, and society by determining education, the right of all and the duty of the State and the family, will be promoted and encouraged with the collaboration of society towards a person's full development, preparation for the exercise of citizenship, and qualification for work [3,34]. Also important is Article 210, which recognizes the need for minimum content to be set for elementary education, in order to ensure common basic training and respect for national and regional cultural and artistic values [3,34]. The use of the foundations present in the specifications of the 1988 Constitution approximates the notion of heritage education, which has the pluralized vision present in Article 216 of the same Constitution at its core.…”

“…An effort by competent bodies towards expanding and updating the notions of education in the most varied spheres is, therefore, perceived, since they think of collectivity, equality, diversity, and educational equity as a way to better guarantee both learning and future development of those involved. As described elsewhere, BNCC proposes overcoming the disciplinary fragmentation of knowledge for stimulating its application in real life, giving importance to the context, i.e., giving meaning to what is learned and giving students protagonism in their learning, and the construction of a life project [34]. Therefore, BNCC is committed to assuming a plural, singular, and integral vision of the child, adolescent, youth, and adult and promoting an education aimed at their reception, recognition, and full development, in their singularities and diversities [34] (p. 14).…”

“…Base Nacional Comum Curricular (BNCC), a normative document in force since 2017 that defines the set of essential learning topics, competencies, and skills to be developed by all students of Brazilian schools throughout the stages and modalities of basic education, is an example of an attempt to insert education, as a whole, in a dialogical matrix for ensuring human formation and development in its various dimensions, whether intellectual, physical, affective, social, ethical, moral, or symbolic, considering the historical and cultural context of the students [34].…”