Concepção de currículo na educação infantil

Abstract

This article aims to analyze the current design curriculum for Early Childhood Education, in this legislation, government documents and works of authors and researchers in this field. For this, we performed literature and documents from reading laws, documents and articles that deal with this theme. In this article, the proposed expressions curricular or pedagogical proposal are included as a way to be lived collectively, and curriculum development, planned by teachers and educators need to consider the child as a citizen and legal history. Thus, from the literature study, we present a brief background of the history of childhood and the laws governing the rights of children at the Early Childhood Education and supports the realization of the curriculum that respects the child. In closing remarks, as search results, it is shown that the current design of this curriculum in law and especially the National Curriculum Guidelines for Early Childhood Education overcoming the traditional welfare conception occurs, proposing an education that includes the child as a subject of law and producer of culture, the educational institution where she can play, experiment, develop concepts, to dream, to imagine, to have a life full of meaningful learning.