Infâncias plurais e educação patrimonial: por uma potencialidade na diversidade das culturas da infância na educação infantil

• Autor(a) principal: Beranek Meneghel, Júlia
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/14237
• topic: Culturas da infância; Educação patrimonial; Educação infantil; Childhood cultures; Patrimonial education; Child education; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

This monograph has the general objective of this study to reflect on the existing cultural repertoire and produced by young children and educators through intangible heritage education, in order to contribute with pedagogical practices and proposals in early childhood education. It is a bibliographic and documentary research around laws and curricular documents necessary for the construction process of this work, understanding culture as an open space for the search for observation through the plurality of childhood, education heritage and cultural repertoire of the child in early childhood education. By reflecting on education heritage and cultural heritage as driving means for thinking and rethinking the history, origin and details that surround us, which often go unnoticed. Through the concepts of material and immaterial heritage, I seek to bring reflection as to their presence in the National Common Curricular Base - BNCC - on the stage of early childhood education. With a focus on early childhood, I try to find if there is a concern on the part of educators regarding the valorization of childhood cultures, from the perspective of the children's repertoires. In this way, we concluded the work with emphasis on the importance of seeing the child as a being who creates, capable of establishing multiple relationships, in order to bring into the school environment an egalitarian, playful education, which respects and dialogues with the diversity of each child and value plural childhoods.