Ser professor de educação infantil: interlocuções entre a perspectiva italiana de Reggio Emilia e as novas diretrizes para a educação infantil brasileira

Abstract

This work aims to investigate about "fields of experience", a concept mentioned by the BNCC-EI, but not mentioned in any other document of early childhood education. The advent of this approach in a normative education document does not clarify the consequences of recognizing these fields of experience, and it is not even possible to actually observe a healthy discussion among educators on the subject. It is understood, however, that this approach affects the pedagogical practice of teachers, or should, and also the perceptions of school, space, child, documentation, and evaluation. The National Parameters for Quality of Early Childhood Education (2020) highlight that the BNCC-EI is strongly influenced by the philosophical and educational approach of Reggio Emilia, especially when it states that the teacher is responsible for the daily organization of spaces and times for the child to be the protagonist of their learning processes. Thus, the objective of this study is: to understand how the concept of experience is constituted within the fields of experience in the BNCC- EI, with the contribution of authors such as: Barbosa and Richter (2015), Gandini and Goldhaber (2002), Rinaldi (1999, 2022, 2014), Zuccoli (2015), Edwards et al (1999- 2016), Proença (2019-2022), Finco and Barbosa (2015), Hoyuelos (2020), Vecchi (2017), and Dewey (1976). The work draws a path from how the term field of experience appeared in the BNCC -EI, and it analyzes what are the learning values that constitute the pedagogical work based on the approach that underlies the fields of experience and, finally, it points some clarifications on what it means, in terms of pedagogical work, the concept of educational experience. The methodology applied was bibliographic research with hermeneutic analysis of the sources, both documental and other scientific research materialized in theses and dissertations published in the Capes Bank of Theses and Dissertations.