Early Childhood Education Curriculum: from theoretical concepts to the curricular pedagogical proposal from the perspective of Historical-Critical Pedagogy

Abstract

The article problematizes the curriculum for Early Childhood Education in the light of the historical-critical approach. To do so, it starts with the following guiding question: on what foundations can the curriculum for Early Childhood Education be built from a historical-critical perspective, focused on access to systematized knowledge and the full development of children's human qualities? Its aim is to understand the curricular foundations of Historical-Critical Pedagogy (HCP) and its contributions to the discussion and development of a pedagogical curriculum proposal for Early Childhood Education as a space for access to knowledge historically systematized by humanity. Research in the area of early childhood education curriculum is still insufficient when considering the complexity and disputes over how pedagogical work with young children should be carried out. This study argues in favor of building their own curricula based on a critical conception, which provides the opportunity to work with children from the perspective of an emancipatory education, so that, from an early age, they can be critical subjects and, throughout their career, transform their own realities. This is a theoretical article, with a qualitative approach, of the bibliographical research type, based on the main references in the discussion of the PHC curriculum. The results show that the early childhood education curriculum is a field in dispute and that the PHC presents curricular foundations for early childhood education, which are still under construction, based on critical conceptions of education and society and which go beyond the pedagogical spontaneity proposed by the National Common Curriculum Base (BNCC).