A imaginação na BNCC para crianças pequenas: análise crítica na perspectiva da teoria histórico-cultural

• Ano de defesa: 2022
• Autor(a) principal: Zorzan, Ana Paula
• Orientador(a): André , Tamara Cardoso
• Banca de defesa: Costa , Gisele Cardoso , Malanchen, Julia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Currículo; Educação infantil; Teoria histórico-cultural
• Palavras-chave em Inglês: Curriculum; Child education; Historical-cultural theory
• Área do conhecimento CNPq: TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PRE-ESCOLAR
• Link de acesso: https://tede.unioeste.br/handle/tede/6387

This study critically analyzes the conception of imagination by young children, contained in The National Common Curricular Base (BNCC), a national document, that guides the curricular organization of basic education in all schools. The critics is based in the History-Cultural Theory, originated by Vygotsky2, related to imagination and creativity, whose studies were based on the Historical-Cultural Theory, originated by Vygotsky, in relation to imagination and creativity, whose studies were based on historical-dialectical materialism. The study is justified by the importance of curricular organizations including pedagogical proposals linked to imagination in an emancipatory perspective, as a superior psychological function fundamental to creative activity and human development. Thus, the present work seeks to answer whether the BNCC enables the development of creative imagination in the education of young children. The general objective is to critically analyze the contradictions between Vygotsky's emancipatory theory, about imagination and creativity, and the BNCC, a document based on the theory of competences. As specific objectives, the following are defined: understanding the emancipatory possibilities for education, engendered by the theory of creative imagination formulated by Vygotsky; criticize the role assigned to education by the capitalist State, materialized in the BNCC. The methodology is social-critical, of a qualitative nature, with bibliographic and documentary procedures, based on the analysis of the BNCC, stage of Early Childhood Education, with emphasis on the age group of four and five years old. It is concluded that the document that governs educational institutions has an approach based on competences and the commercialization of teaching, contrary to the concepts defended by Vygotsky. Results indicate that the BNCC proposal does not allow the development of creative imagination as a superior psychological function and emancipatory activity of the human condition, but deals with creativity as an instrumental act, aimed at adapting to the demands of capital.