Campos de experiências na Base Nacional Comum Curricular: reflexões, desafios e probabilidades para a educação infantil a partir do diálogo com a abordagem Reggio Emilia/Itália

• Ano de defesa: 2020
• Autor(a) principal: Zambonato, Catia Francziak
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Erechim; Programa de Pós-Graduação Interdisciplinar em Ciências Humanas; UFFS
• Palavras-chave em Português: Base Nacional Comum Curricular; Educação infantil; Reggio Emilia (Itália); Formação de professores
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3940

The research, supported by the theme “Fields of Experience in the National Common Curriculum Base: Reflections, challenges and possibilities for Early Childhood Education from the dialogue with Reggio Emilia/Italy apporoch”, aims to associate the Fields of Experiences proposed by the National Common Curricular Base (BNCC) with the Reggio Emilia approach to identify, understand and interpret their similarities and differences to reflect about the challenges and possibilities for the Early Childhood Education reality. Thus, this dissertation seeks to answer the problem: How to understand, interpret and develop the Fields of Experience in Brazilian Early Childhood Education, proposed by BNCC, which are based on the dialogue with Reggio Emilia approach? The proposal of this research, which is based on Critical Theory and has an interdisciplinary nature, covering the areas of history, sociology, psychology, philosophy, pedagogy, and geography, is inserted in a qualitative approach, classified as descriptive and interpretive, under the configuration of the following studies: Bibliographic, Documentary, (Auto)biographical and Case. For data collection we used: logbook, observation script, photos and documents. Based on theoretical and documentary foundations, we collected the data from information, observations, printed materials, experiences in research in formation, which took place during the experiential and formative experiential course promoted by the 13th Group of Studies in Latin America and RedSOLARE- Brazil, in May 2019, at the International Center Loris Malaguzzi, with extension to two Nurseries and a School for Early Childhood, in the city of Reggio Emilia / Italy. During the research, we described the data in the logbook and showed them through photos, acquired materials and our autobiographical narrative, which presented two dimensions: research in formation as a strategy for self-knowledge and the Reggio Emilia approach as a possibility from the analysis of the axes: child and childhood, time and space, interaction and relationship, to understand, interpret and develop the proposal of the Fields of Experience, described in Estage of Early Childhood Education in BNCC-EI/2017. This dissertation brings as a result themes for future research in the academic environment, as well as theoretical support for reflections in continuing teacher training, especially in the area of Early Childhood Education, which highlights challenges for a change in attitude about pedagogical knowledge and practice.