O lugar dos espaços externos nas diretrizes nacionais para a educação infantil de 0 a 3 anos (1996–2018)

• Autor(a) principal: Kovalczuk, Simoniely Lilian
• Data de Publicação: 2021
• Outros Autores: Rossi, Ednéia Regina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Devir Educação
• Texto Completo: https://devireducacao.ded.ufla.br/index.php/DEVIR/article/view/427
• topic: História da Educação Infantil; Cultura material e espaços externos; Instituições de educação infantil: creche; Diretrizes Curriculares Nacionais.

This article analyzed the federal legal requirements concerning the organization and use of outdoor spaces in Brazilian Early Childhood Education institutions for the 0 to 3-year-old age group. The timeline of analysis was from 1996 to 2018. The sources examined were the National Curriculum Benchmarks for Early Childhood Education, the Basic Parameters of Infrastructure for Early Childhood Education Institutions, the National Curriculum Guidelines for Early Childhood Education, the study proposing the organization of the outdoor spaces of the Proinfância units, and the Common National Curricular Base. The Thematic Categorical Analysis method of Bardin (2010) and the interaction with theoretical contributions from Cultural History, as Chartier (1991) and Frago (1995), were adopted. In addition, it was used the literature on the theme of early childhood spaces, emphasizing the outdoor spaces. It was seen that the legal requirements intend to raise teachers' awareness about the playful and educational relevance of outdoor areas and provide methods of organization and practices regarded as ideal. The playground advocated by law is educational, a place for challenging, emancipatory, interactive, democratic practices, based on active and sensory learning, specifically, on the free movement of bodies and contact with nature. Recent literature, though, has stressed the maintenance of historical segmentations that have characterized the path of educational institutions.